The usefulness of the assessment scale of clinical reasoning in occupational therapy:

An analysis of learners’ and educators’ experiences in first-year education using an assessment scale

Abstract

This study analyzed occupational therapists’ experiences with learning and teaching clinical reasoning and examined the usefulness of the assessment scale of clinical reasoning in occupational therapy (A-CROT). Individual interviews and reflexive thematic analysis were conducted with eight pairs of new and experienced occupational therapists. Consequently, we found educational and catalytic effects of using the A-CROT because it helped the participants continue their collaborative learning through verbal and nonverbal communication and learn four thinking processes. On the other hand, the practical issues of using the A-CROT included the assessment method and the difficulty of utilizing the assessment results. Developing a manual for the A-CROT and creating effective learning and teaching strategies are essential.