Student reflections as evidence of interactive clinical reasoning skills.

Authors

Janet Falk-Kessler
Elizabeth A Ciaravino

Publication/Presentation Date

1-1-2006

Abstract

A graduate level occupational therapy course in the experience of chronic illness is described for its unique method in helping students to broaden clinical reasoning skills. When students are faced with having to participate in a difficult situation with patients, they have the opportunity to discuss their own reactions, to understand better their own stressful experiences, and to more easily formulate questions for those who are chronically ill. Learning is facilitated through reading autopathographies; viewing videos of people dealing with illness, both sudden and gradual; participating in small group discussions, and writing reflective journals about the challenging community experience that is required of the course. The combination of methods serves to promote interactive clinical reasoning skills.

Volume

20

Issue

2

First Page

75

Last Page

88

ISSN

0738-0577

Published In/Presented At

Falk-Kessler, J., & Ciaravino, E. A. (2006). Student reflections as evidence of interactive clinical reasoning skills. Occupational therapy in health care, 20(2), 75–88. https://doi.org/10.1080/J003v20n02_05

Disciplines

Medical Education | Medicine and Health Sciences

PubMedID

23926914

Department(s)

USF-LVHN SELECT Program, USF-LVHN SELECT Program Students

Document Type

Article