Occupational therapy students' self-evaluated proficiency in understanding and managing higher brain dysfunction during clinical practice

Abstract

This study investigated shifts in occupational therapy students' self-evaluation regarding their understanding and practice abilities related to higher brain dysfunction during clinical practice. The results indicated that students mainly experienced symptoms commonly addressed in clinical practice. Additionally, the overall self-evaluations of students in describing and coping with higher brain dysfunction evolved throughout their clinical practice exposure. Especially, students who experienced symptoms during their clinical experiences exhibited significantly higher self-evaluated understanding and practice abilities compared to those who never experienced such symptoms. Therefore, these results underscore the direct association with the improvement of students' practical skills for symptoms of higher brain dysfunction.