Anita Witt Mitchell, Yonghong Jade Xu; Critical Reasoning Scores of Entering Bachelor’s and Master’s Students in an Occupational Therapy Program. Am J Occup Ther 2011;65(6):e86-e94. doi: 10.5014/ajot.2011.001511.
Download citation file:
© 2017 American Occupational Therapy Association
We compared the critical reasoning (CR) of four classes of students entering a bachelor of occupational therapy program (n = 88) with the CR of five classes of students entering an entry-level master of occupational therapy program (n = 126) using the Watson–Glaser Critical Thinking Appraisal (WGCTA) and controlling for grade point average and reading comprehension as measured by the Nelson–Denny Reading Test. A multivariate analysis of covariance revealed a small but statistically significant difference between the groups’ CR scores. The univariate tests indicated that the groups differed with respect to their scores on one WGCTA subscale, Recognition of Assumptions; contrary to expectations, the bachelor’s students scored higher than the master’s students, although the effect size indicated small differences between the groups. Possible explanations for the findings and implications for occupational therapy education are discussed.
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.