Can Confirmation Questions Complement the Knowledge Required for Clinical Reasoning?

Abstract

This study examined whether confirmation questions enhanced the knowledge required for clinical reasoning among occupational therapy students. Administered through an LMS, the confirmation questions followed a drill format, allowing unlimited attempts. After each quiz attempt, students reviewed their individual scores. The results indicate a correlation between the number of access logs and confirmation question scores, and between confirmation question scores and clinical reasoning task scores, particularly among students whose previous course performance was below average. These findings suggest that using confirmation questions as a preparatory task can effectively supplement the knowledge necessary for clinical reasoning, especially among students with lower academic performance.