Feedback on students' clinical reasoning skills during fieldwork education

Show simple item record De Beer, Marianne Martensson, Lena 2015-10-30T07:05:09Z 2015-10-30T07:05:09Z 2015-08
dc.description.abstract BACKGROUND / AIM : Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students’ professional development. The nature of supervisors’ feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors’ feedback on final-year occupational therapy students’ clinical reasoning skills through comparing the nature of feedback with the students’ subsequent clinical reasoning ability. METHOD : A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. RESULTS : Students’ clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. CONCLUSIONS : Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. en_ZA
dc.description.librarian hb2015 en_ZA
dc.description.uri en_ZA
dc.identifier.citation De Beer, M & Martensson, L 2015, 'Feedback on students' clinical reasoning skills during fieldwork education', Australian Occupational Therapy Journal, vol. 62, no. 4, pp. 255-264. en_ZA
dc.identifier.issn 0045-0766 (print)
dc.identifier.issn 1440-1630 (online)
dc.identifier.other 10.1111/1440-1630.12208
dc.language.iso en en_ZA
dc.publisher Wiley en_ZA
dc.rights © The Authors Australian Occupational Therapy Journal published by Wiley Publishing Asia Pty Ltd on behalf of Occupational Therapy Australia. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License. en_ZA
dc.subject Feedback en_ZA
dc.subject Fieldwork education en_ZA
dc.subject Mixed methodology research en_ZA
dc.subject Physical dysfunction en_ZA
dc.title Feedback on students' clinical reasoning skills during fieldwork education en_ZA
dc.type Article en_ZA

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