Coker Patty
Division of Occupational Therapy, College of Health Professions, Medical University of South Carolina, Charleston, SC 29425, USA.
J Allied Health. 2010 Winter;39(4):280-6.
This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.
本研究考察了参加为期1周的体验式实践学习项目对职业治疗专业学生批判性思维和临床推理技能的影响。采用准实验、非随机前后测设计，样本为25名学生。这些学生在参加针对偏瘫型脑瘫儿童的实践治疗项目之前，已在硕士水平的职业治疗教育项目中完成了三个学期的理论讲座课程。使用以下相关测量方法评估批判性思维和临床推理技能的变化：临床反思与推理自我评估（SACRR）和加利福尼亚批判性思维技能测试（CCTST）。在完成体验式学习项目后，SACRR和CCTST的前测和后测分数变化具有统计学意义（p>0.05）。本研究支持采用实践学习来培养医学生的临床推理和批判性思维技能，这些学生在进入初级实践时面临着日益多样化的患者群体。需要进一步进行定性和定量研究，以支持本研究的结果，并确定体验式学习项目的哪些组成部分对于培养未来的专职医疗专业人员的临床推理和批判性思维技能至关重要。
