Development of critical thinking in occupational therapy students
Version of Record online: 21 FEB 2006
Copyright © 2006 John Wiley & Sons, Ltd.
Occupational Therapy International
Volume 13, Issue 1, pages 49–60, March 2006
How to Cite
Velde, B. P., Wittman, P. P. and Vos, P. (2006), Development of critical thinking in occupational therapy students. Occup. Ther. Int., 13: 49–60. doi: 10.1002/oti.20
- Issue online: 21 FEB 2006
- Version of Record online: 21 FEB 2006
- guided reciprocal peer questioning;
- clinical reasoning;
- occupational therapy education
Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis. Future research regarding the role of questions in stimulating critical analysis and the role of context in the learning environment is warranted. Copyright © 2006 John Wiley & Sons, Ltd.