Examining Minimal Important Change of the Self-Assessment Scale of Clinical Reasoning in Occupational Therapy

The purpose of the study was to establish and quantify the minimal important change (MIC) value necessary to determine gains or losses in clinical reasoning during student fieldwork assignments as measured by the Self-Assessment of Clinical Reasoning in Occupational Therapy (SA-CROT). This multicenter prospective longitudinal study was conducted with students on their occupational therapy fieldwork in Japan. Two anchor-based methods were used to estimate the MIC values: a receiver operating characteristic-based method and a predictive modeling-based method. The MIC was adjusted based on the percentage of participants who exhibited improvement. Administered were the SA-CROT and the Global Rating of Change (GRC) scale as an anchor. A total of 111 students from 11 occupational therapy educational programs in Japan responded (response rate 29%). Overall, there was a significant difference (p \u3c .001, effect size was r = .80) in SA-CROT before and after fieldwork, and 81% of students showed improvement in the GRC scale. The adjusted MIC value was 3.69, with 95% confidence interval of 2.29–4.97. This anchor-based, adjusted MIC value is the most reliable value to interpret the changes in SA-CROT before and after fieldwork. The SA-CROT\u27s MIC value can be used as a cut-off point from a learner-centered perspective when considering educational methods and environments in fieldwork

Regional contributions through athletic lessons for elementary school children

We have provided athletic lessons for elementary school children for four years. These lessons are at the center of a project that aims to contribute to the local community. Initially, we decided on the following theme: “Have fun, learn to run fast, and stand on the Big Swan track.” To improve children’s competitive abilities, we focused on engaging them in fun activities that would lay the foundation for a life filled with sports; to motivate and engage the children, we gave them a chance to attend track meets as part of the program. This project has great potential, both as a practical approach to Track and Field instruction and as a basis for student volunteer activities in the elementary school teaching course. We believe that faculty members and students of Niigata University of Health and Welfare will be able to connect with many more children in the region through this project

The Influence of Case-Based Learning on Clinical Reasoning of New Graduate Occupational Therapists

This study aimed to explore the influence of case-based learning (CBL) on the clinical reasoning of new graduate occupational therapists. A quasi-experimental single-arm study with a convergent mixed methods approach was conducted. The intervention was the 10-week CBL program, which included (1) guidance and mentorship in clinical practice and (2) case reports and presentations. Quantitative data collection consisted of the self-assessment of clinical reasoning in occupational therapy (SA-CROT) and the professional identity scale (PI scale); paired t-tests were conducted (p \u3c.05). The qualitative data collection was through a questionnaire with one open-ended question and reflexive thematic analysis was performed. The quantitative analysis results indicated that the CBL program improved the total score of the SA-CROT (p = .001, effect size r = .65), and all four of the SA-CROT\u27s subfactors indicated improvement with moderate to large changes. In addition, the PI scale\u27s two subfactors improved. Qualitative analysis revealed that the CBL program was an experience of learning multidimensional thought processes and learning skills to improve clinical reasoning themselves for participants. This study\u27s results provide information on the positive influence of CBL on the clinical reasoning of new graduate occupational therapists and highlight the integration of the CBL program into continuing education, the importance of supervisors\u27 guidance and mentorship, and learners\u27 reflection and verbalization of clinical practice

作業療法におけるクリニカルリーズニングの概念分析

Introduction: Acquiring competence in clinical reasoning is regarded as key to meet the challenges of integrating knowledge into one\u27s practice. Learners and educators need a shared understanding of what is clinical reasoning because they need appropriate means for reflection and feedback. However, the clinical reasoning concept needs revisiting in the current context, which is becoming increasingly diverse and complex. The purpose of this study was to analyse the clinical reasoning concept and develop a common framework. Methods: Rodgers\u27 concept analysis was selected for this theoretical study. Accordingly, a systematically search of multiple databases yielded 903 articles and 135 articles that met the inclusion criteria were extracted, and of these 30 articles randomly sampled for analysis. Data analysis was done following Rodgers\u27 method of thematic analysis. Results: The attributes were four ‘therapeutic thinking processes’ and two ‘professional thinking skills.’ The application contexts were ‘clinical and non-clinical practice settings,’ and ‘professional education.’ Moreover, the antecedents were ‘professional factors’ and ‘practice factors,’ and the consequences were ‘professional developments’ and ‘professional attitudes and behaviours.’ Conclusion: The resulting framework of clinical reasoning can be the basis for developing pedagogies and assessment of clinical reasoning competence acquisition.東京都立大学学位論文甲第1163号　副論

Dark sectors 2016 Workshop: community report

This report, based on the Dark Sectors workshop at SLAC in April 2016, summarizes the scientific importance of searches for dark sector dark matter and forces at masses beneath the weak-scale, the status of this broad international field, the important milestones motivating future exploration, and promising experimental opportunities to reach these milestones over the next 5-10 years

The Japanese Clinical Practice Guideline for acute kidney injury 2016

Acute kidney injury (AKI) is a syndrome which has a broad range of etiologic factors depending on different clinical settings. Because AKI has significant impacts on prognosis in any clinical settings, early detection and intervention are necessary to improve the outcomes of AKI patients. This clinical guideline for AKI was developed by a multidisciplinary approach with nephrology, intensive care medicine, blood purification, and pediatrics. Of note, clinical practice for AKI management which was widely performed in Japan was also evaluated with comprehensive literature search