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Silvia Díaz Posted 9 years ago
Essay & Composition Writing
Help with my essay. Is it written correctly?
English is not my mother tongue, and I find it difficult to know whether my writing is correct. I would be so grateful if you could check this text:
Problem Based Learning (PBL)
This methodology uses a set of activities around a situation or problem, in order that the students learn how to search, analyze, use information and integrate knowledge. The students have an active role in building their learning. The teacher will have to promote and stimulate reasoning over memorising, that is, it will have to promote discussion and critical analysis. The aim is to encourage students to develop the necessary cognitive skills for hypothesis generation, deductive reasoning, and data analysis, during work sessions and managing problems designed specifically.
We have identified three studies on PBL (Table 1). As reflected in Table 2, students significantly improved their effectiveness in both reflection and problem solving. The three studies seem to agree on the appropriate adaptation of this method to procedural and interactive reasoning, and to a lesser extent, to conditional reasoning.
Use of Information and Communications Technology (ICT)
According to Smucny & Epling (2004), this type of work can reduce the time spent in the classroom as it enables students to learn actively and at their own pace. It is a skill that a good professional must have along working life, as it allows for agility, flexibility and immediate decision making. Smutny & Epling (2004) developed their studies on the use of electronic portals and computer programs to develop skills in their students. We have identified four articles with this modality (table 1). Unlike the previous ones, the geographical origin is more varied, since there are studies in the United Kingdom, Australia and Ireland.
Of the many existing tools, we have found web intervention (involves inserting educational topics on the web so that the student can supplement information on a topic); On-line discussion (text-based virtual communication environments that allow people to interact with each other without the constraint of time or place); Blogging (channels to transmit information to both professionals and other users of the web); computer simulation (computer programs that attempt to recreate real-life situations).
The level of competence or skills of Clinical Reasoning development seems proven both in web intervention and in online discussion groups. On the contrary, blogging does not seem to have generated a sense of improvement in students. Among the variables of use, discussion forums show an improvement to understand both the nature of the problem and its diagnosis. They improve decision making as well.
Teaching Based on Practices of Understanding and Experimentation
The purpose of this methodology is to enable students to reason and elaborate contents. Any of the practices developed in this section do not have to focus exclusively on data about performance problem analysis and its causes. Resources can be diverse in their essence. These types of activities should promote reflection from creativity, or reasoning from movie viewing, or summarising from reading texts, or even analysing television commercials. These should be programmed by the teacher, who must make sure that they are appropriate for the students and that they understand them.
We have identified five articles (table 1), all of them from USA. Among the variables of use, an evolution and an improvement of the experiential learning can be found. It enriches the students at personal and professional level, in so far as it is able to expand their knowledge.
DISCUSSION
The aim of this integrative literature review was to explore occupational therapy’s contribution to and involvement in identifying which of the current teaching strategies for the acquisition of cognitive skills associated to CR are most appropriate for occupational therapy students.
In spite of the diversity between studies and the consequent difficulties in the comparison of results, there are consistent findings regarding certain teaching strategies. These findings show that some teaching strategies help strengthen in-depth skills in the professional argumentation, others facilitate the need for understanding and using the theoretical aspects involved in professional deduction, and finally, others provide the capacity for management and recognition of data that shed light on the occupational therapist's clinical reasoning.
Problem Based Learning (PBL)
This methodology uses a set of activities around a situation or problem, in order that the students learn how to search, analyze, use information and integrate knowledge. The students have an active role in building their learning. The teacher will have to promote and stimulate reasoning over memorising, that is, it will have to promote discussion and critical analysis. The aim is to encourage students to develop the necessary cognitive skills for hypothesis generation, deductive reasoning, and data analysis, during work sessions and managing problems designed specifically.
We have identified three studies on PBL (Table 1). As reflected in Table 2, students significantly improved their effectiveness in both reflection and problem solving. The three studies seem to agree on the appropriate adaptation of this method to procedural and interactive reasoning, and to a lesser extent, to conditional reasoning.
Use of Information and Communications Technology (ICT)
According to Smucny & Epling (2004), this type of work can reduce the time spent in the classroom as it enables students to learn actively and at their own pace. It is a skill that a good professional must have along working life, as it allows for agility, flexibility and immediate decision making. Smutny & Epling (2004) developed their studies on the use of electronic portals and computer programs to develop skills in their students. We have identified four articles with this modality (table 1). Unlike the previous ones, the geographical origin is more varied, since there are studies in the United Kingdom, Australia and Ireland.
Of the many existing tools, we have found web intervention (involves inserting educational topics on the web so that the student can supplement information on a topic); On-line discussion (text-based virtual communication environments that allow people to interact with each other without the constraint of time or place); Blogging (channels to transmit information to both professionals and other users of the web); computer simulation (computer programs that attempt to recreate real-life situations).
The level of competence or skills of Clinical Reasoning development seems proven both in web intervention and in online discussion groups. On the contrary, blogging does not seem to have generated a sense of improvement in students. Among the variables of use, discussion forums show an improvement to understand both the nature of the problem and its diagnosis. They improve decision making as well.
Teaching Based on Practices of Understanding and Experimentation
The purpose of this methodology is to enable students to reason and elaborate contents. Any of the practices developed in this section do not have to focus exclusively on data about performance problem analysis and its causes. Resources can be diverse in their essence. These types of activities should promote reflection from creativity, or reasoning from movie viewing, or summarising from reading texts, or even analysing television commercials. These should be programmed by the teacher, who must make sure that they are appropriate for the students and that they understand them.
We have identified five articles (table 1), all of them from USA. Among the variables of use, an evolution and an improvement of the experiential learning can be found. It enriches the students at personal and professional level, in so far as it is able to expand their knowledge.
DISCUSSION
The aim of this integrative literature review was to explore occupational therapy’s contribution to and involvement in identifying which of the current teaching strategies for the acquisition of cognitive skills associated to CR are most appropriate for occupational therapy students.
In spite of the diversity between studies and the consequent difficulties in the comparison of results, there are consistent findings regarding certain teaching strategies. These findings show that some teaching strategies help strengthen in-depth skills in the professional argumentation, others facilitate the need for understanding and using the theoretical aspects involved in professional deduction, and finally, others provide the capacity for management and recognition of data that shed light on the occupational therapist's clinical reasoning.
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