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Research Article  |   May 2005
A Comparative Analysis of Case Presentation Modalities Used in Clinical Reasoning Coursework in Occupational Therapy
Author Affiliations
  • Rosemary Lysaght, PhD, OTR/L, is Assistant Professor, Queen’s University, School of Rehabilitation Therapy, 31 George Street, Kingston, Ontario K7L 3N6, Canada; lysaght@post.queensu.ca
  • Margaret Bent, PhD, OTR/L, is Director of Competency Development Activities, National Board for Certification in Occupational Therapy, Inc., Gaithersburg, Maryland
Article Information
Education of OTs and OTAs / Professional Practice and Education Strategies
Research Article   |   May 2005
A Comparative Analysis of Case Presentation Modalities Used in Clinical Reasoning Coursework in Occupational Therapy
American Journal of Occupational Therapy, May/June 2005, Vol. 59, 314-324. doi:10.5014/ajot.59.3.314
American Journal of Occupational Therapy, May/June 2005, Vol. 59, 314-324. doi:10.5014/ajot.59.3.314
Abstract

This study used mixed methods to compare four different styles of case presentation in a course designed to develop the clinical reasoning skills of master’s level occupational therapy students. Modalities used to present cases were printed text, videotape, live interview, and CD-ROM movies delivered on an Internet platform. The researchers sought to determine the relative merits and limitations of each modality from both pedagogical and practical standpoints. Results indicate that the choice of modality does not compromise the ability of students to meet learning objectives related to clinical reasoning; however, several advantages and disadvantages with respect to practical aspects of presentation and learning were identified from instructor and student perspectives. The strength of the overall instructional format, and decisions concerning the amount and type of information provided in the cases were found to be more relevant to the quality of the learning experience than the modality of presentation. Recommendations are provided for structuring clinical reasoning learning experiences that combine the best features from the case modalities examined in this study.