A primary aim of occupational therapy education is to teach students how to think like practitioners, that is, how to engage in clinical reasoning. Since the early 1980s, occupational therapy clinical reasoning research has elucidated a language that describes the various types of thinking therapists use in clinical practice, a language that has the potential to make previously tacit thought processes accessible to conscious examination and improvement. Occupational therapy educators can use that language to make their teaching of clinical reasoning more explicit to students. This article examines occupational therapy teaching methods using the language of clinical reasoning, categorizing them by the types of clinical reasoning they promote. Current clinical reasoning language is reviewed, and teaching strategies to facilitate the various types of clinical reasoning are described.

译文

职业治疗教育的主要目的是教学生如何像从业者一样思考,即如何进行临床推理。自20世纪80年代初以来,职业治疗临床推理研究已经阐明了一种语言,该语言描述了治疗师在临床实践中使用的各种类型的思维,这种语言有可能使以前的隐性思维过程易于进行有意识的检查和改进。职业治疗教育者可以使用该语言使他们的临床推理教学对学生更加明确。本文研究了使用临床推理语言的职业治疗教学方法,并按其促进的临床推理类型对其进行了分类。回顾了当前的临床推理语言,并描述了促进各种类型的临床推理的教学策略。

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