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要旨:本研究は新人作業療法士のクリニカルリーズニング学習と教育の経験を分析し,作業療法のクリニカルリーズニング評価尺度(以下,A-CROT)の有用性を検討することを目的とした.新人作業療法士と経験のある作業療法士8組16名を対象に,個別的面接と再帰的テーマ分析を実施した.結果,A-CROT使用が言語・非言語のコミュニケーションによる共同の学習と,4つの思考プロセスの学習の継続に役立ったことから,A-CROT使用の教育効果と触媒効果を確認した.一方,A-CROT使用の実用的課題として,評価方法と評価結果を活用する難しさが挙げられた.今後,A-CROTの手引書や効果的な学習・教育方法の検討が必要である.
This study analyzed occupational therapists' experiences with learning and teaching clinical reasoning and examined the usefulness of the assessment scale of clinical reasoning in occupational therapy (A-CROT). Individual interviews and reflexive thematic analysis were conducted with eight pairs of new and experienced occupational therapists. Consequently, we found educational and catalytic effects of using the A-CROT because it helped the participants continue their collaborative learning through verbal and nonverbal communication and learn four thinking processes. On the other hand, the practical issues of using the A-CROT included the assessment method and the difficulty of utilizing the assessment results. Developing a manual for the A-CROT and creating effective learning and teaching strategies are essential.
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