First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

With an increased demand arising from stake holders to provide more complex clinical experiences and to have students better prepared for clinical rotations, educators need to develop instructional tasks and measures to teach and assess clinical reasoning. The purpose of this article is to highlight a clinical simulation measure revolving around the A SECRET reasoning approach, which is also generalizable to other conditions and interventions. Preliminary findings of 1st year Master of Occupational Therapy students (n=8) who took part in a pilot of the A SECRET case scenario reported positive, yet not strong, attitudes toward the A SECRET assessment and the sensory processing related content delivered in an online format as a part of a larger study. Overall the student perceptions and the processes of the measure development suggest an inherent value of using the proposed type of simulated case scenarios in assisting occupational therapy students in their program’s first year with the development of clinical reasoning.

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An exploration of the roles and the effect of role expectations on the academic performance of first year occupational therapy students: a University of the Free State case study

South African Journal of Occupational Therapy ◽

10.17159/2310-3833/2017/vol48n1a4 ◽

2018 ◽

Vol 48 (1) ◽

pp. 16-21

Author(s):

A Swanepoel ◽

SM van Heerden

Keyword(s):

Academic Performance ◽

Occupational Therapy ◽

Role Expectations ◽

Free State ◽

First Year ◽

Occupational Therapy Students ◽

State Case

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Occupational Balance: What Tips the Scales for New Students?

British Journal of Occupational Therapy ◽

10.1177/030802260506800706 ◽

2005 ◽

Vol 68 (7) ◽

pp. 319-323 ◽

Cited By ~ 10

Author(s):

Lesley Wilson ◽

Ann Wilcock

Keyword(s):

Occupational Therapy ◽

Health Benefits ◽

First Year ◽

Written Responses ◽

Health And Wellbeing ◽

Educational Benefit ◽

Occupational Therapy Students ◽

New Students ◽

Open Question

The open question, ‘What prevents you from reaching occupational balance?’, was posed within a questionnaire aimed at exploring the meanings of occupation, health and wellbeing with a cohort of first-year occupational therapy students during their initial few weeks at university. Their written responses to the question about occupational balance were analysed and are discussed in this paper. Not surprisingly, occupational balance appeared to be achieved by only a few and more by chance than design. People, time and money factors were identified as the main impediments to achieving occupational balance, with psychological and emotional pressures being at the forefront. Interestingly, despite these barriers, the overall educational benefit of considering the occupational balance question in this way raised the students' awareness of its relationship to health and wellbeing. This increased awareness might have longer-term health benefits, both personally and professionally, which would be worthy of further research.

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Values Influencing Clinical Reasoning in Occupational Therapy: An Exploratory Study

The Occupational Therapy Journal of Research ◽

10.1177/153944929001000105 ◽

1990 ◽

Vol 10 (1) ◽

pp. 41-55 ◽

Cited By ~ 28

Author(s):

Elaine D. Fondiller ◽

Lois J. Rosage ◽

Barbara E. Neuhaus

Keyword(s):

Qualitative Research ◽

Content Analysis ◽

Occupational Therapy ◽

Clinical Reasoning ◽

Research Methodology ◽

Exploratory Study ◽

Occupational Therapists ◽

Qualitative Research Methodology ◽

Interview Format

This exploratory study used qualitative research methods to identify values that influence clinical reasoning in occupational therapy. Through an interview format, selected occupational therapists were asked to respond to a predetermined list of questions about a general case study. The interviews were tape-recorded and a content analysis of the tapes yielded 18 distinct value statements. Implications of the findings and recommendations for further studies are presented. Qualitative research methodology is examined for its utility in occupational therapy.

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Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study

Occupational Therapy International ◽

10.1155/2017/6515084 ◽

2017 ◽

Vol 2017 ◽

pp. 1-8 ◽

Cited By ~ 1

Author(s):

Bryan M. Gee ◽

Jane Strickland ◽

Kelly Thompson ◽

Lucy Jane Miller

Keyword(s):

Occupational Therapy ◽

Sensory Processing ◽

Response Assessment ◽

Learning Objects ◽

Average Score ◽

Positive Finding ◽

Entry Level ◽

Online Module ◽

Occupational Therapy Students ◽

E Learning

The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children with a sensory processing disorder, specifically sensory over responsiveness. Nine RLOs were developed and embedded within a commonly used learning management system. Participants (n=8) were evaluated regarding their ability to discriminate between appropriate and inappropriate A SECRET strategies using a selected-response assessment. The participants’ overall average score was 68%, a positive finding given the novelty of the instruction, assessment, and the content.

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