Mitchell Anita Witt, Batorski Rosemary E
Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis, TN 38163, USA.
Occup Ther Int. 2009;16(2):134-53. doi: 10.1002/oti.272.
This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended.
本研究考察了在线引导式自主学习对批判性推理技能的影响。21名职业治疗硕士一年级学生完成了一项在线作业，该作业旨在促进职业表现过程模型（费林和克拉克）的应用，并撰写反思日志。针对三套问题、问题类型以及沃森-格拉泽批判性思维评估（WGCTA）的结果，对日志中的数据进行了分析。这项作业似乎对提高批判性推理技能的意识和运用有效。讨论了WGCTA得分高和低的学生在批判性推理模式上的差异以及日志条目的归纳分析结果。建议未来开展研究，调查能有效促进批判性推理发展的反馈类型，以及WGCTA得分高和低的学生是否可能从不同类型的指导和/或反馈中受益。
