Occupational therapy students experience professional reasoning during their practice-based learning: A dialogical...

Area of Science:

• Occupational therapy education
• Professional development
• Clinical reasoning

Background:

• Professional reasoning is vital for autonomous decision-making in practice-based learning.
• Practice-based learning offers a key environment for students to cultivate professional reasoning skills.

Purpose of the Study:

• To explore occupational therapy students' experiences of professional reasoning during practice-based learning.
• To understand the student perspective on developing professional reasoning in clinical settings.

Main Methods:

• A qualitative, dialogical approach based on Mikhail Bakhtin's philosophy was employed.
• Twelve occupational therapy students were interviewed post-final practice placement.

Main Results:

• Professional reasoning was perceived as complex, multifactorial, and context-dependent.
• Reasoning influenced professional identity formation and socialization into the profession.
• Student reasoning was shaped by person/occupation-centered values, narrative, and empathy, sometimes conflicting with institutional demands.
• The emotional aspects of learning to reason were significant.

Conclusions:

• Both cognitive and affective elements of learning to reason require attention for student support.
• Educators and institutions must address the emotionality of reasoning and facilitate person/occupation-centered practice within practical limitations.