[article] 
inAmerican Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 720

Titre :	Critical reasoning scores of entering bachelor’s and master’s students in an occupational therapy program
Type de document :	texte imprimé
Auteurs :	Anita Witt MITCHELL ; Yonghong Jade XU
Année de publication :	2011
Article en page(s) :	p. 720
Langues :	Anglais (eng)
Mots-clés :	Compétence  Aide décision  Ergothérapie
Résumé :	We compared the critical reasoning (CR) of four classes of students entering a bachelor of occupational therapy program (n = 88) with the CR of five classes of students entering an entry-level master of occupational therapy program (n = 126) using the Watson–Glaser Critical Thinking Appraisal (WGCTA) and controlling for grade point average and reading comprehension as measured by the Nelson–Denny Reading Test. A multivariate analysis of covariance revealed a small but statistically significant difference between the groups’ CR scores. The univariate tests indicated that the groups differed with respect to their scores on one WGCTA subscale, Recognition of Assumptions; contrary to expectations, the bachelor’s students scored higher than the master’s students, although the effect size indicated small differences between the groups. Possible explanations for the findings and implications for occupational therapy education are discussed.
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[article] Critical reasoning scores of entering bachelor’s and master’s students in an occupational therapy program [texte imprimé] / Anita Witt MITCHELL ; Yonghong Jade XU . - 2011 . - p. 720.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 720

Mots-clés :	Compétence  Aide décision  Ergothérapie
Résumé :	We compared the critical reasoning (CR) of four classes of students entering a bachelor of occupational therapy program (n = 88) with the CR of five classes of students entering an entry-level master of occupational therapy program (n = 126) using the Watson–Glaser Critical Thinking Appraisal (WGCTA) and controlling for grade point average and reading comprehension as measured by the Nelson–Denny Reading Test. A multivariate analysis of covariance revealed a small but statistically significant difference between the groups’ CR scores. The univariate tests indicated that the groups differed with respect to their scores on one WGCTA subscale, Recognition of Assumptions; contrary to expectations, the bachelor’s students scored higher than the master’s students, although the effect size indicated small differences between the groups. Possible explanations for the findings and implications for occupational therapy education are discussed.
Permalink :	./index.php?lvl=notice_display&id=14027