Program Overview

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OTHY612 - Enhancing Clinical Reasoning in Rehabilitation for Occupational Therapists

Unit Rationale, Description, and Aim

This postgraduate unit is designed for occupational therapists seeking to enhance their clinical reasoning within rehabilitation practice. The unit aims to guide students in critically analyzing and enhancing their current practice to optimize professional management of clients across the continuum of care, within a multicultural society and varied rehabilitation contexts.

Learning Outcomes

Upon completing this unit, students will be able to:

• Demonstrate knowledge of concepts and processes of clinical reasoning models used in evidence-based rehabilitation practice
• Critically analyze the concepts and processes of clinical reasoning used by occupational therapists that underpin best practice and decision-making within evidence-based rehabilitation
• Critically evaluate and discuss the impact of internal and external contexts on clinical reasoning for holistic person-centered management
• Apply continuous improvement of clinical reasoning in evidence-based rehabilitation through appraisal and reflection on the quality of clinical reasoning

Unit Content

Topics covered include:

• Models of clinical reasoning
• Decision-making frameworks in rehabilitation practice
• Reflective practice and its importance in the development of clinical reasoning, quality improvement, and clinical expertise for occupational therapists and other health professions
• Internal and external contexts influencing clinical reasoning
• Person-centered care
• Evidence-based practice
• Integration and application of self-management

Assessment Strategy and Rationale

Assessments are designed to replicate authentic reflection on reasoning, thinking, and problem-solving within personal clinical practice. The assessments include:

• Assignment 1 (Case study): Reflecting on learning and factors that influence clinical reasoning and decision-making (25%)
• Assignment 2 (Practice Video with Critique): Developing knowledge and skills through self-reflection and analysis of clinical reasoning in relation to clinical practice (40%)
• Assignment 3 (Self-reflective Critique Verbal seminar): Using clinical reasoning of self and peers to foster improvement in future practice (35%)

Learning and Teaching Strategy and Rationale

The unit is offered through multi-modal and online delivery, aiming to facilitate learner-centered activities and workplace application of learning. Strategies are based on a blend of constructivism, social constructivism, and experiential learning, focusing on active participation and developing a community of inquiry.

Representative Texts and References

Key texts and references include:

• Atkinson H L, & Nixon-Cave K (2011). A tool for clinical reasoning and reflection using the international classification of functioning, disability and health (ICF) framework and patient management model.
• Higgs J, Jones M, Christensen N, Loftus S (2018) Clinical reasoning in the health professions (4th ed.)
• Hoffman T, Bennett S, Del Mar C (2017) Evidence-based practice across the health professions. 3rd edition.

Credit Points and Year

This unit is worth 10 credit points and is offered in the year 2026.