Department of Nursing, Physiotherapy and Occupational Therapy, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain.
Health Department, Faculty Human Rehabilitation, University of the Valle, Cali, Colombia.
Occup Ther Int. 2020 Aug 19;2020:6934579. doi: 10.1155/2020/6934579. eCollection 2020.
BACKGROUND/AIM: One way to facilitate occupational therapy undergraduate students transferring their academic skills of data gathering and analysis to professional settings is to ensure they can competently use diagnostic reasoning. Nevertheless, there are several obvious gaps in empirical evidence related to the learning and development of this style of reasoning in occupational therapy undergraduates. The most important are related to promoting higher-order thinking and the use of information to solve problems in the context of professional practice. This study analyses undergraduates' diagnostic reasoning and its changes during their education.
This multicentre study was conducted with a descriptive observational design. The study took place at the University of Coruña (Spain), University of Castilla-La Mancha (Spain), and University of el Valle (Colombia). The sample was = 247. For data collection, a clinical case was specifically designed. IBM SPSS Statistics (v19) and EPIDAT 3.1 were used for the data analysis.
Participants identified and categorized occupational performance problems. However, they had difficulties when identifying and categorizing the occupational performance components (specifically, the symptoms and signs of the disease presented in the study case). They presented limitations to analyse and synthesize the information collected to develop an explanation of the occupational problems and their causes.
Undergraduate students' ability to analyse and synthesize information during data collection is poorly organized, so it makes the problem formulation difficult. This study contributes to the knowledge of undergraduates' diagnostic reasoning features, specifically the undergraduate students' capacities and limits to process information during the occupational assessment.
背景/目的：为了促进作业治疗本科学生将其学术数据收集和分析技能转移到专业环境中，可以确保他们能够熟练运用诊断推理。然而，在作业治疗本科生学习和发展这种推理风格方面，实证证据存在几个明显的差距。最重要的是与促进高阶思维和在专业实践背景下使用信息解决问题有关。本研究分析了本科生的诊断推理及其在教育过程中的变化。
这是一项具有描述性观察设计的多中心研究。该研究在西班牙科鲁尼亚大学、西班牙卡斯蒂利亚-拉曼恰大学和哥伦比亚埃尔瓦勒大学进行。样本量为 = 247。为了收集数据，专门设计了一个临床病例。使用 IBM SPSS Statistics（v19）和 EPIDAT 3.1 进行数据分析。
参与者识别并分类了职业表现问题。然而，他们在识别和分类职业表现成分（特别是研究案例中出现的疾病的症状和体征）方面存在困难。他们在分析和综合所收集的信息以得出对职业问题及其原因的解释方面存在局限性。
本科生在数据收集过程中分析和综合信息的能力组织得很差，因此使得问题的表述变得困难。本研究有助于了解本科生诊断推理的特征，特别是本科生在职业评估过程中处理信息的能力和局限性。
