Scaffa Marjorie E, Smith Theresa M
Department of Occupational Therapy, University of South Alabama, SHAC Rm. 5108, 1504 Springhill Avenue, Mobile, AL, 36604-3273
Occup Ther Health Care. 2004;18(1-2):31-8. doi: 10.1080/J003v18n01_04.
SUMMARY Objective. Fieldwork has been described as an educational method that enhances clinical reasoning skills. The purpose of this study was to determine the effects of Level II fieldwork on the development of clinical reasoning skills of undergraduate occupational therapy students. Method. A quasi-experimental pretest-posttest design was used with a convenience sample of 48 undergraduate seniors. All students participated in two 12-week, full-time rotations of Level II fieldwork. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) developed by Royeen, Mu, Barrett and Luebben (2000) was administered the week before the students left for fieldwork and the first day after they returned from fieldwork. Results. Paired t-tests revealed statistically significant differences in pretest and posttest scores for 13 of 26 items on the SACRR. In addition, the overall total score increased from 102.55 to 108.41 (p <. 01). Conclusion. The results suggest 24 weeks of full-time fieldwork experience, in the senior year of an undergraduate occupational therapy curriculum, can significantly facilitate the development of students' clinical reasoning skills.
摘要
目的。实地考察已被描述为一种能提高临床推理能力的教育方法。本研究的目的是确定二级实地考察对本科职业治疗专业学生临床推理能力发展的影响。
方法。采用准实验前测-后测设计，便利样本为48名本科高年级学生。所有学生都参加了两次为期12周的全日制二级实地考察实习。在学生前往实地考察前一周和从实地考察返回后的第一天，使用了由罗伊恩、穆、巴雷特和吕本（2000年）开发的临床反思与推理自我评估（SACRR）。
结果。配对t检验显示，SACRR中26个项目中的13个项目在前测和后测分数上存在统计学上的显著差异。此外，总体总分从102.55提高到108.41（p<.01）。
结论。结果表明，在本科职业治疗课程的高年级进行24周的全日制实地考察实习，可以显著促进学生临床推理能力的发展。
