Occupational Therapy International

Research Article

Learning and Development of Diagnostic Reasoning in Occupational Therapy Undergraduate Students

Table 3

Data analysis.


To evaluate the undergraduates’ knowledge related to identification and categorization of performance problems (PP), the established variables were:
Variables	Identification	Categorization
PP1: IADL PP2: social participation PP3: sleep and rest PP4: leisure	One point per variable when students were able to identify each occupational problem presented.	One point per variable when students describe the specific activity related with the identified problem and name it properly in the corresponding performance area.
To evaluate the undergraduates’ knowledge related to identification and categorization of performance components (PC), the established variables were:
Variables	Identification	Categorization
PC1: symptoms/signs PC2: performance skills PC3: performance patterns PC4: environment	One point per variable when students were able to identify the performance components related with the performance problem.	One point per variable when students correctly name the performance components identified.
To evaluate the knowledge organization of the undergraduates of analysing information (AI), the established variables were:
Variables AI1: symptoms/signs AI2: performance skills AI3: performance patterns AI4: environment	(0) For those undergraduates that were not able to associate any variable with the identified performance problems. (1) For those undergraduates that associated just one variable presented in the case with the identified performance problems. (2) For those undergraduates that were able to associate two or more variables presented in the case with the identified performance problems.
To evaluate the knowledge organization of the undergraduates in synthesizing information, the established variables were:
Complete occupational diagnosis	Partial occupational diagnosis
Students were given one point for a complete diagnosis when the undergraduate identified the 4 problems in the occupational performance and was able to associate them with ≥2 performance components.	Students were given one point for a partial occupational diagnosis when the undergraduate described at least ≥1 occupational problem and was able to associate them with at least ≥1 performance component.