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Developing Agentic Learners for 21st Century Practice: A Pedagogic Approach in Occupational Therapy
Hoe C-Y Lee1, Helen Flavell, Dave Parsons
1School of Occupational Therapy and Social Work, Curtin University, GPO Box U1987, Perth, WA 6845, Australia. Tel +618 9266 4652, fax +618 9266 3636. Hoe.Lee@curtin.edu.au.
Journal of Allied Health
|March 4, 2016
Summary
This study shows that teaching occupational therapy students to create orthoses using reflective learning improves clinical reasoning. Higher reflection grades correlated with better clinical judgment, preparing students for practice.
Area of Science:
- Occupational Therapy Education
- Health Professions Education
- Clinical Reasoning Development
Background:
- Traditional orthoses training may not fully develop critical thinking.
- Need for enhanced pedagogical approaches in allied health education.
- Integrating reflective learning is key for skill generalization.
Purpose of the Study:
- To describe a teaching approach for orthoses fabrication.
- To foster higher-order critical thinking, reflection, and clinical reasoning.
- To prepare occupational therapy students for clinical placements.
Main Methods:
- Scaffolded learning activities based on Kolb's reflective learning cycle.
- Incorporation of peer-assessment for orthoses evaluation.
- Analysis of written reflections and comparison with expert assessments.
Main Results:
- Students with higher reflection grades showed better agreement with expert assessments (p<0.01).
- A correlation was found between reflective thinking capacity and clinical reasoning development.
- Reflective writing facilitated skill generalization beyond the classroom.
Conclusions:
- The described approach effectively enhances critical thinking and clinical reasoning in occupational therapy students.
- Reflective practice is crucial for developing agentic learners in allied health.
- This model is applicable to various allied health professions for skill development.
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