Occupational Therapy Diagnostic Reasoning: A Component of Clinical Reasoning

1991 ◽  
Vol 45 (11) ◽  
pp. 1045-1053 ◽  
Author(s):  
J. C. Rogers ◽  
M. B. Holm
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Diagnostic Reasoning

Evidence‐based practice and clinical reasoning in occupational therapy: A cross‐sectional survey in Chile

2020 ◽  
Author(s):  
Jenniffer Garcia ◽  
Jodie Copley ◽  
Merrill Turpin ◽  
Sally Bennett ◽  
Catherine McBryde ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional

Effects of Level II Fieldwork on Clinical Reasoning in Occupational Therapy

2004 ◽  
Vol 18 (1-2) ◽  
pp. 31-38 ◽  
Author(s):  
Marjorie E. Scaffa ◽  
Theresa M. Smith
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Level Ii

On Clinical Reasoning: Patterns of Reflection on Practice

1996 ◽  
Vol 16 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Anitha Alnervik ◽  
Gunilla Svidén
Keyword(s):  
Occupational Therapy ◽  
Qualitative Analysis ◽  
Clinical Reasoning ◽  
Preliminary Investigation ◽  
Occupational Therapists ◽  
Treatment Session ◽  
Conditional Reasoning ◽  
Narrative Form ◽  
Reasoning Patterns ◽  
Reflection On Practice

Five qualified occupational therapists and their patients were videotaped during a treatment session. The occupational therapists first were asked to describe the session in a narrative form, i.e., “tell the story,” and then they were asked to describe the thoughts and considerations on which they had conducted the treatment session, i.e., “reflection on practice.” A qualitative analysis was performed in accordance with the model for clinical reasoning developed by Fleming (1991). Both quantitative and qualitative analysis showed that procedural reasoning was predominant both in storytelling and reflection on practice, and a very small number of comments was classified as interactive or conditional reasoning. The results of this preliminary investigation suggested that we should examine the role that reflection on practice plays in examining, developing, and teaching the art of occupational therapy.

Becoming a teacher of clinical reasoning

Diagnosis ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Robert L. Trowbridge ◽  
Andrew P.J. Olson
Keyword(s):  
Clinical Reasoning ◽  
Cognitive Biases ◽  
Diagnostic Reasoning ◽  
Dual Process ◽  
Diagnostic Process ◽  
Clinical Experiences ◽  
Context Specificity ◽  
Clinician Educators ◽  
Medical Educators

AbstractDiagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators’ limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.

Values Influencing Clinical Reasoning in Occupational Therapy: An Exploratory Study

1990 ◽  
Vol 10 (1) ◽  
pp. 41-55 ◽  
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.

Diagnostic Reasoning and Treatment Planning: I. Diagnosis

1987 ◽  
Vol 21 (4) ◽  
pp. 477-483 ◽  
Author(s):  
Barry Nurcombe ◽  
Ina Fitzhenry-Coor
Keyword(s):  
Information Processing ◽  
Medical Students ◽  
Treatment Planning ◽  
Clinical Reasoning ◽  
Diagnostic Reasoning ◽  
Natural Process ◽  
Research Project ◽  
Deductive Logic ◽  
The University ◽  
University Of Vermont

Information-processing research into the natural process of clinical reasoning is reviewed and the University of Vermont diagnostic reasoning research project is described. Experienced psychiatric diagnosticians use a hypothetico-deductive logic. The development of a profile of diagnostic competencies is outlined and a course in diagnostic reasoning for medical students, which specifically objectified the tactics and strategy of reasoning and resulted in a significant improvement in the profile of competencies, is described. Finally, the organisation of a diagnostic formulation is discussed.

Applying Clinical Reasoning: A Caseload Management System for Community Occupational Therapists

1996 ◽  
Vol 59 (5) ◽  
pp. 207-211 ◽  
Author(s):  
Tracy Fortune ◽  
Susan Ryan
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Occupational Therapists ◽  
Occupational Therapist ◽  
Therapy Assessment ◽  
Therapy Services ◽  
Subjective Phenomenon ◽  
Experienced Therapist ◽  
Perceived Complexity ◽  
Complex Cases

This article presents a system of caseload management for community occupational therapists. Using the clinical reasoning work of Mattingly and Fleming as a framework, the perceived complexity of each case for a community occupational therapist was analysed and then paralleled with the type and amount of clinical reasoning required. Following an initial occupational therapy assessment, each case is given a numerical weighting, graded at 3 for complex cases and from 1 for non-complex or simple cases. The degree of complexity or weighting is recognised to be a subjective phenomenon dependent on the experience, knowledge and skills of the therapist. The cases held by an occupational therapist are able to be mixed so that the experienced therapist holds a varied caseload of complex and simple work. Beginning therapists can follow the same measured approach thus augmenting their background experience. This method promotes continuing education, assists experiential learning and provides variety. Using this system, it is proposed that occupational therapy services are enhanced by reducing unnecessary casework from therapists' active caseloads, allowing increased time to work on complex cases and using expertise more efficiently.

The Clinical Reasoning Behind Occupational Therapy Practitioners’ Use of iPads

2017 ◽  
Vol 71 (4_Supplement_1) ◽  
pp. 7111505139p1
Author(s):  
Megan Edwards ◽  
Carly Cody ◽  
Brittany Izer ◽  
Shannon Meyerhoff ◽  
Carrie Starling ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Occupational Therapy Practitioners
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