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<https://discovery.ucl.ac.uk/id/eprint/10019932> <http://purl.org/dc/terms/title> "Exploring the development and assessment of clinical reasoning in a problem-based graduate entry occupational therapy curriculum"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019932> <http://purl.org/ontology/bibo/abstract> "Clinical reasoning is central to the practice of occupational therapy and can be\nviewed as one of three components which comprise clinical competence; the other\ncomponents being relevant knowledge and relevant skills. These three components\nare highly inter-related, influenced by attitudinal factors and related to prior\nknowledge and experience; this makes the assessment of clinical reasoning\nchallenging.\nProblem-based learning (PBL) is an educational strategy well suited to preparing\ngraduates for life-long learning and the evolving practice environments within which\nthey will work. One of the key objectives of a problem-based curriculum is to create a\nlearning environment within which learners can develop clinical reasoning skills\nalongside self-direction. There is limited research evidence within occupational\ntherapy to suggest how effective PBL is in facilitating the development of clinical\nreasoning. This study aims to explore student acquisition of clinical reasoning within\nthe PBL curriculum through the use of a case study assessment.\nThis mixed-methods study explores the assessment of clinical reasoning in graduate\nentry occupational therapy students who have completed an accelerated 2-year PBL\ncurriculum. A Clinical Reasoning Instrument (CRI) was developed to rate clinical\nreasoning ability in completed case study assessments, the main assessment\nmethod of the curriculum. Exploratory Factor Analysis was used to explore the\nunderlying dimensions of clinical reasoning. Student reflections on learning from\nclinical experiences associated with the case study assessment were analysed using\nqualitative content analysis.\nThe study concludes that students demonstrate variation in use of clinical reasoning\nand self-direction which are strongly influenced by practice placements and learning\napproach. The study recommends that the development of clinical reasoning in\noccupational therapy needs to account more fully for the complex and situated nature\nof learning that takes place within clinical environments and that assessment in PBL\nneeds to be more aligned with the goals of capability and life-long learning."^^<http://www.w3.org/2001/XMLSchema#string> .
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