@phdthesis{discovery10019932,
           title = {Exploring the development and assessment of clinical reasoning in a problem-based graduate entry occupational therapy curriculum},
            year = {2010},
            note = {Thesis: (PhD) University of London Institute of Education, 2010.},
          school = {Institute of Education, University of London},
        abstract = {Clinical reasoning is central to the practice of occupational therapy and can be
viewed as one of three components which comprise clinical competence; the other
components being relevant knowledge and relevant skills. These three components
are highly inter-related, influenced by attitudinal factors and related to prior
knowledge and experience; this makes the assessment of clinical reasoning
challenging.
Problem-based learning (PBL) is an educational strategy well suited to preparing
graduates for life-long learning and the evolving practice environments within which
they will work. One of the key objectives of a problem-based curriculum is to create a
learning environment within which learners can develop clinical reasoning skills
alongside self-direction. There is limited research evidence within occupational
therapy to suggest how effective PBL is in facilitating the development of clinical
reasoning. This study aims to explore student acquisition of clinical reasoning within
the PBL curriculum through the use of a case study assessment.
This mixed-methods study explores the assessment of clinical reasoning in graduate
entry occupational therapy students who have completed an accelerated 2-year PBL
curriculum. A Clinical Reasoning Instrument (CRI) was developed to rate clinical
reasoning ability in completed case study assessments, the main assessment
method of the curriculum. Exploratory Factor Analysis was used to explore the
underlying dimensions of clinical reasoning. Student reflections on learning from
clinical experiences associated with the case study assessment were analysed using
qualitative content analysis.
The study concludes that students demonstrate variation in use of clinical reasoning
and self-direction which are strongly influenced by practice placements and learning
approach. The study recommends that the development of clinical reasoning in
occupational therapy needs to account more fully for the complex and situated nature
of learning that takes place within clinical environments and that assessment in PBL
needs to be more aligned with the goals of capability and life-long learning.},
             url = {https://discovery.ucl.ac.uk/id/eprint/10019932/},
          author = {Summerfield-Mann, Lynn}
}