Teaching Strategies for the Development of Clinical Reasoning.
A primary aim of occupational therapy education is to teach students how to think like practitioners, that is, how to engage in clinical reasoning. Since the early 1980s, occupational therapy clinical reasoning research has elucidated a language that describes the various types of thinking therapist...
| Publicado en: | American Journal of Occupational Therapy Vol. 50; no. 8; pp. 676 - 685 |
|---|---|
| Autor principal: | |
| Formato: | tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Sep1996
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=86133976&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 86133976 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Sep1996 vid: 50 iid: 8 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 86133976 86133976 107946625 10.5014/ajot.50.8.676 86133976 ppf: 676 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Teaching Strategies for the Development of Clinical Reasoning. aug: au: Neistadt, Maureen E. affil: Assistant Professor, Occupational Therapy Department, University of New Hampshire, Hewitt Hall, 4 Library Way, Durham, New Hampshire 03824-3563 sug: subj: Teaching Methods Education, Occupational Therapy Decision Making, Clinical Curriculum Students, Occupational Therapy Narratives Student Experiences Skill Acquisition ab: A primary aim of occupational therapy education is to teach students how to think like practitioners, that is, how to engage in clinical reasoning. Since the early 1980s, occupational therapy clinical reasoning research has elucidated a language that describes the various types of thinking therapists use in clinical practice, a language that has the potential to make previously tacit thought processes accessible to conscious examination and improvement. Occupational therapy educators can use that language to make their teaching of clinical reasoning more explicit to students. This article examines occupational therapy teaching methods using the language of clinical reasoning, categorizing them by the types of clinical reasoning they promote. Current clinical reasoning language is reviewed, and teaching strategies to facilitate the various types of clinical reasoning are described. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|