The purpose of this study was to answer two key research questions 1) How are rehabilitation students particularly helped to develop critical thinking skills? 2) How is the term critical thinking defined and used in the rehabilitation programs.
A descriptive qualitative approach was used. Potential participants were students in their final year of either their Master's in Occupational Therapy (OT), or Master's in Physiotherapy (PT) .
Participants were asked to share their experiences in developing CT as well as how they define CT.
Interviews were audiotaped and transcribed verbatim using standard conventions of transcription. Data was analyzed using a directed content analysis approach to identify common themes and unique elements in the stories. Final transcriptions were sent to participants.
Four participants two OT students and two PT students, were interviewed.
Common facilitator and barrier themes to developing CT skills were uncovered through the study, including themes that fell into both categories.
Courses in both professional programs that used a didactic approach were a barrier to improving CT, while small group problem-based discussion group helped to develop and reinforce CT skills.
Clinical experiences and placements could also be both a facilitator or barrier. Although the OT and PT students had very different types of clinical placements, both groups found that working with patients and being able to directly apply research to practice helped their CT skills. In contrast, not having clear expectations set with the supervisor concerning students level of CT was a barrier.
Themes that were seen as facilitators to helping with their CT skills included their classmates, technology, discussion with professors and interprofessional education activities where participants interacted with students from other health care profession programs and could observe and discuss others’ CT skills.
Both OT and PT participants had similar definitions of CT which was seen as an ongoing process of unconscious problem-solving abilities and adapting quickly to various clinical situations with one’s current knowledge base.
Key findings from this study include the multifactorial contribution of facilitators to CT recognized by both OT and PT students. Including some learning activities that could be both facilitators and barriers, depending on how well CT was integrated as a learning objective.
CT skills are vitally important within our everyday life but especially in our professional roles regardless of our profession.
This study shed light on the understanding of key areas of improvement to better aid rehabilitation students’ CT experience and development. Exploration of innovate approaches to teaching CT skills within and between professions, such as interprofessional education, are needed.
Critical Thinking
Rehabilitation
