Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/55745
Title: Clinical reasoning and the occupational therapy curriculum
Authors: Liu, KPY
Hui-Chan, CWY
Chan, CCH 
Keywords: Conditional reasoning and long-term disabilities
Problem-based learning
Putting theory into practice
Issue Date: 2000
Publisher: Wiley
Source: Occupational therapy international, 2000, v. 7 , no. 3, p. 173-183 How to cite?
Journal: Occupational therapy international 
Abstract: Several reasoning styles are used by occupational therapists when they evaluate clients' problems. This study investigated the influence of the occupational therapy curriculum in Hong Kong on therapists' clinical reasoning styles. Two groups of therapists with different clinical experience were recruited. Through interviews with the therapists after identifying clients' problems using the Canadian Occupational Performance Measure, their clinical reasoning styles were explored. The local occupational therapy curriculum was analysed to isolate the components that influence clinical reasoning. Results showed that more experienced therapists use conditional reasoning that considers clients' needs in their future lives whereas junior therapists use procedural reasoning that focuses on clients' disabilities. The analysis of the occupational therapy curricidum indicated that it prepared the students with an equal emphasis on theoretical and clinical subjects and fieldwork practice. The present curriculum ivas useful in providing educational preparation for novice therapists. However, the period of fieldwork practice can be lengthened to allow adequate maturation of clinical reasoning skills. Problem-based learning can be incorporated to facilitate students' problem-solving and self-directed learning skills.
URI: http://hdl.handle.net/10397/55745
ISSN: 0966-7903 (print)
1557-0703 (online)
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