Simulation and the Critical Reasoning Assessment Tool: The Student’s Perspective

Presented by:

Carla Floyd-Slabaugh, Grand Valley State University

A qualitative study on a simulation and the Critical Reasoning Assessment Tool.
The CRAT was easy to use and facilitated the student reflection.

Hear it from the author:

Simulation and the Critical Reasoning Assessment Tool: The Student’s PerspectiveCarla Floyd-Slabaugh, Grand Valley State University

00:00 / 01:11

Hello. My name is Carla Floyd-Slabaugh, and I am going to share information about a project of a student’s perspective using the Clinical Reasoning Assessment Tool, which is lacking in the literature. Simulation is often used in healthcare education. The Clinical Reasoning Assessment Tool assesses students in three areas: content knowledge, procedural knowledge, and conceptual reasoning. This tool can be used by faculty to assess students. Students can also use the tool for self-assessment and to foster reflective practice. The four themes of the project were: the simulation design supported the student’s learning, leadership, application of knowledge, and use of clinical reasoning. This pilot study supports the use of the Clinical Reasoning Assessment Tool as an easy-to-use tool that facilitates student reflection.

Key words:

Simulation, Critical Reasoning Assessment Tool, Qualitative

Abstract:

Background: There is increased use of simulation in healthcare education. Simulations provide the opportunity to assess clinical reasoning. There is also a lack of evidence on the Clinical Reasoning Assessment Tool (CRAT) and student’s perceptions about the tool.
Methods: This qualitative study recruited a student via convenience sampling to completed the CRAT; write a reflection; and critique the CRAT. Data analysis used thematic analysis (Braun and Clarke, 2006).
Results: Themes include Design, Leadership, Reflective Practitioner, Clinical Reasoning, and the CRAT Instrument.
Conclusions: This study supports the use of the CRAT as an easy to use tool that facilitated student reflection.

Outcomes:

1. At the end of this session, participants will critique the strengths and limitations of using a valid and reliable assessment tool.

2. At the end of the session, participants will generate ideas of how clinical reasoning can be applied in healthcare education.

3. At the end of the session, participants will critique use of simulation in healthcare education.

References:

Bethea, D. P., Castillo, D. C., & Harvison, N. (2014). Use of simulation in occupational therapy education: Way of the future? American Journal of Occupational Therapy, 68, S32–S39. http://dx.doi.org/10.5014/ajot.2014.012716

Riopel, M., Benham, S., Landis, J., Falcone, S., & Harvey, S. (2022). The Clinical Reasoning Assessment Tool for learning from standardized patient experiences: A pilot study. The Internet Journal of Allied Health Sciences and Practice, 20(4). http://doi.org/10.46743/1540-580X/2022.2204

Shea, C. (2015). High-fidelity simulation: A tool for occupational therapy education. The Open Journal of Occupational Therapy, 3(4). https://doi.org/10.15453/2168-6408.1155