This week Lisa Forrest @LisaForrestOT and her colleague Dr Fiona Kennedy @FionaKennedyOT are hosting #Otalk
The development of clinical reasoning is an essential component of pre-registration Occupational Therapy programmes and everyday professional growth and development.
Clinical reasoning can be defined as;
“The process that practitioners use to plan, direct, perform and reflect on client care” (Schell, 2009)
Clinical reasoning draws on empathy, intuition, judgment and common sense.
Dreyfus and Dreyfus (1996) outlined a model of expertise. They outlined 5 critical elements offering an enhanced understanding of what distinguishes novices from experts. The 5 critical elements include:
- Expertise is more about knowing how – knowing how to do things, knowing information and facts
- Expert knowledge is embedded in the action of the expert
- Experience is crucial in the development of expertise
- Much of expert knowledge is automatic and non-reflective (but in this does not stop deliberation before action when a situation requires it)
- Intuition of experts or the knowing how to do things is both experiential and tacit.
It is proposed that the development of clinical reasoning occurs on a continuum and not a static state. However how do we develop our clinical reasoning skills from novice > expert? And how can the profession and higher education institutions support and facilitate the learning required for professional practice and development?
Post Chat Updates:
PDF transcript. #OTalk 1st March 2016
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