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Teaching clinical reasoning as a thinking frame

M E Neistadt1

  • 1Occupational Therapy Department, University of New Hampshire, Durham 03824-3563, USA.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|April 2, 1998
PubMed
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Occupational therapy students demonstrated improved understanding and application of clinical reasoning concepts after learning a structured thinking frame. This approach enhances their ability to organize observations and apply reasoning skills effectively.

Area of Science:

  • Occupational Therapy Education
  • Clinical Reasoning Pedagogy
  • Cognitive Science in Healthcare

Background:

  • Clinical reasoning is crucial for effective occupational therapy practice.
  • Existing approaches often view clinical reasoning as mental operations.
  • This study explores teaching clinical reasoning as a structured thinking frame.

Purpose of the Study:

  • To investigate the efficacy of teaching clinical reasoning as a thinking frame to occupational therapy students.
  • To assess the acquisition and application of clinical reasoning concepts using this framework.
  • To evaluate the impact on students' ability to organize clinical observations.

Main Methods:

  • Quasi-experimental, pretest-posttest design with 10 undergraduate occupational therapy seniors.

Related Experiment Videos

  • Explicit instruction on a clinical reasoning thinking frame and practice with the Clinical Reasoning Case Study Format.
  • Assessment of definition accuracy and case study content to evaluate concept acquisition and application.

    • Main Results:

    • Significant improvement in participants' definitions of narrative, procedural, interactive, pragmatic, and conditional reasoning post-intervention.
    • Analysis of case studies confirmed students' ability to apply clinical reasoning concepts effectively.
    • The thinking frame approach facilitated better organization of clinical observations.

    Conclusions:

    • Teaching clinical reasoning as a thinking frame is effective for entry-level occupational therapy students.
    • This structured approach aids in learning and applying complex clinical reasoning concepts.
    • The findings support integrating structured thinking frames into occupational therapy curricula.