Critical reasoning scores of entering bachelor's and master's students in an occupational therapy program

Anita Mitchell, Yonghong Jade Xu

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
JournalAmerican Journal of Occupational Therapy
Volume65
Issue number6
DOIs
StatePublished - Nov 1 2011

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Occupational Therapy
Students
Reading
Multivariate Analysis
Education
Thinking

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

Cite this

Critical reasoning scores of entering bachelor's and master's students in an occupational therapy program. / Mitchell, Anita; Xu, Yonghong Jade.

In: American Journal of Occupational Therapy, Vol. 65, No. 6, 01.11.2011.

Research output: Contribution to journalArticle

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