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Service-Learning and Case-Based Learning's Impact on Student's Clinical Reasoning: A Repeated Measures Design Study

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Title: Service-Learning and Case-Based Learning's Impact on Student's Clinical Reasoning: A Repeated Measures Design Study
Language: English
Authors: Gordon B. Tsubira, Traci Garrison, Sapna Chakraborty, Shana Cerny
Source: Journal of Occupational Therapy Education. 2022 6(2).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Service Learning, Case Method (Teaching Technique), Clinical Experience, Abstract Reasoning, Experiential Learning, Occupational Therapy, Allied Health Occupations Education
ISSN: 2573-1378
Abstract: Clinical reasoning is crucial for the occupational therapy profession to thrive in an ever-changing healthcare environment but is seldom isolated for explicit instruction and outcome measurement in educational course curricula. A single-factor repeated measures design study was conducted to compare the impact of didactic case-based learning and experiential service-learning on the development of the clinical reasoning of students at a midwestern public university's entry-level Master of Occupational Therapy program. The participants were sixteen graduate occupational therapy students who had completed their foundation-level courses. Participants explored modes of clinical reasoning in occupational therapy for eight weeks (the first half of the semester), using didactic case-based learning, and then participated in an eight-week (the second half of the semester), experiential service-learning practicum engaging uninsured and underinsured adult clients in occupational therapy evaluation and intervention. The dependent variable of clinical reasoning was measured using the Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey which was administered at the start and end of both phases of the study. SACCR scores generally increased and were significant during the experiential phase ("MD =7.384, t (12) = 2.27, p = 0.042, d = 0.63, 95% CI [0.02, 1.22"]) An analysis of changes in individual SACRR items provided insights into the development of clinical reasoning modes of practice in novice clinicians. The comparison of didactic case-based learning and experiential service-learning supports the use of either or both approaches. The sequence and weightage of each strategy could be individually adjusted in course syllabi and curricula to fit student learning needs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467365
Database: ERIC
FullText Text:
  Availability: 0
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  Label: Title
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  Data: Service-Learning and Case-Based Learning's Impact on Student's Clinical Reasoning: A Repeated Measures Design Study
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  Data: <searchLink fieldCode="AR" term="%22Gordon+B%2E+Tsubira%22">Gordon B. Tsubira</searchLink><br /><searchLink fieldCode="AR" term="%22Traci+Garrison%22">Traci Garrison</searchLink><br /><searchLink fieldCode="AR" term="%22Sapna+Chakraborty%22">Sapna Chakraborty</searchLink><br /><searchLink fieldCode="AR" term="%22Shana+Cerny%22">Shana Cerny</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2022 6(2).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Method+%28Teaching+Technique%29%22">Case Method (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink>
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  Data: 2573-1378
– Name: Abstract
  Label: Abstract
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  Data: Clinical reasoning is crucial for the occupational therapy profession to thrive in an ever-changing healthcare environment but is seldom isolated for explicit instruction and outcome measurement in educational course curricula. A single-factor repeated measures design study was conducted to compare the impact of didactic case-based learning and experiential service-learning on the development of the clinical reasoning of students at a midwestern public university's entry-level Master of Occupational Therapy program. The participants were sixteen graduate occupational therapy students who had completed their foundation-level courses. Participants explored modes of clinical reasoning in occupational therapy for eight weeks (the first half of the semester), using didactic case-based learning, and then participated in an eight-week (the second half of the semester), experiential service-learning practicum engaging uninsured and underinsured adult clients in occupational therapy evaluation and intervention. The dependent variable of clinical reasoning was measured using the Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey which was administered at the start and end of both phases of the study. SACCR scores generally increased and were significant during the experiential phase ("MD =7.384, t (12) = 2.27, p = 0.042, d = 0.63, 95% CI [0.02, 1.22"]) An analysis of changes in individual SACRR items provided insights into the development of clinical reasoning modes of practice in novice clinicians. The comparison of didactic case-based learning and experiential service-learning supports the use of either or both approaches. The sequence and weightage of each strategy could be individually adjusted in course syllabi and curricula to fit student learning needs.
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  Data: 2025
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  Data: EJ1467365
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Case Method (Teaching Technique)
        Type: general
      – SubjectFull: Clinical Experience
        Type: general
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
    Titles:
      – TitleFull: Service-Learning and Case-Based Learning's Impact on Student's Clinical Reasoning: A Repeated Measures Design Study
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          Name:
            NameFull: Gordon B. Tsubira
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            NameFull: Traci Garrison
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            NameFull: Sapna Chakraborty
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            NameFull: Shana Cerny
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              M: 01
              Type: published
              Y: 2022
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              Value: 2573-1378
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            – TitleFull: Journal of Occupational Therapy Education
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