Abstract
Objective. Fieldwork has been described as an educational method that enhances clinical reasoning skills. The purpose of this study was to determine the effects of Level II fieldwork on the development of clinical reasoning skills of undergraduate occupational therapy students.
Method. A quasi-experimental pretest-posttest design was used with a convenience sample of 48 undergraduate seniors. All students participated in two 12-week, full-time rotations of Level II fieldwork. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) developed by Royeen, Mu, Barrett and Luebben (2000) was administered the week before the students left for fieldwork and the first day after they returned from fieldwork.
Results. Paired t-tests revealed statistically significant differences in pretest and posttest scores for 13 of 26 items on the SACRR. In addition, the overall total score increased from 102.55 to 108.41 (p <.01).
Conclusion. The results suggest 24 weeks of full-time fieldwork experience, in the senior year of an undergraduate occupational therapy curriculum, can significantly facilitate the development of students’ clinical reasoning skills.
| Original language | English (US) |
|---|---|
| Title of host publication | Best Practices in Occupational Therapy Education |
| Publisher | Taylor and Francis |
| Pages | 31-38 |
| Number of pages | 8 |
| ISBN (Print) | 9780203049938 |
| DOIs | |
| State | Published - Jan 1 2012 |
| Externally published | Yes |
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Keywords
- Clinical reasoning
- Education
- Fieldwork
ASJC Scopus subject areas
- Economics, Econometrics and Finance(all)
- Business, Management and Accounting(all)
Cite this
Effects of level II fieldwork on clinical reasoning in occupational therapy. / Scaffa, Marjorie E.; Smith, Theresa M.
Best Practices in Occupational Therapy Education. Taylor and Francis, 2012. p. 31-38.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Effects of level II fieldwork on clinical reasoning in occupational therapy
AU - Scaffa, Marjorie E.
AU - Smith, Theresa M.
PY - 2012/1/1
Y1 - 2012/1/1
N2 - Objective. Fieldwork has been described as an educational method that enhances clinical reasoning skills. The purpose of this study was to determine the effects of Level II fieldwork on the development of clinical reasoning skills of undergraduate occupational therapy students.Method. A quasi-experimental pretest-posttest design was used with a convenience sample of 48 undergraduate seniors. All students participated in two 12-week, full-time rotations of Level II fieldwork. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) developed by Royeen, Mu, Barrett and Luebben (2000) was administered the week before the students left for fieldwork and the first day after they returned from fieldwork.Results. Paired t-tests revealed statistically significant differences in pretest and posttest scores for 13 of 26 items on the SACRR. In addition, the overall total score increased from 102.55 to 108.41 (p <.01).Conclusion. The results suggest 24 weeks of full-time fieldwork experience, in the senior year of an undergraduate occupational therapy curriculum, can significantly facilitate the development of students’ clinical reasoning skills.
AB - Objective. Fieldwork has been described as an educational method that enhances clinical reasoning skills. The purpose of this study was to determine the effects of Level II fieldwork on the development of clinical reasoning skills of undergraduate occupational therapy students.Method. A quasi-experimental pretest-posttest design was used with a convenience sample of 48 undergraduate seniors. All students participated in two 12-week, full-time rotations of Level II fieldwork. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) developed by Royeen, Mu, Barrett and Luebben (2000) was administered the week before the students left for fieldwork and the first day after they returned from fieldwork.Results. Paired t-tests revealed statistically significant differences in pretest and posttest scores for 13 of 26 items on the SACRR. In addition, the overall total score increased from 102.55 to 108.41 (p <.01).Conclusion. The results suggest 24 weeks of full-time fieldwork experience, in the senior year of an undergraduate occupational therapy curriculum, can significantly facilitate the development of students’ clinical reasoning skills.
KW - Clinical reasoning
KW - Education
KW - Fieldwork
UR - http://www.scopus.com/inward/record.url?scp=84921577716&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84921577716&partnerID=8YFLogxK
U2 - 10.4324/9780203049938
DO - 10.4324/9780203049938
M3 - Chapter
AN - SCOPUS:84921577716
SN - 9780203049938
SP - 31
EP - 38
BT - Best Practices in Occupational Therapy Education
PB - Taylor and Francis
ER -