Clinical Reasoning, Part 2: Novice/Expert Differences

Abstract

In part 1, a model of problem solving in occupational therapy was presented; the problem-representation component of this has now been developed to depict the differences between student and clinician in problem representation. This new model illustrates that both students and clinicians have access to the same information but that this is more clearly defined and organised in the clinician. The abstract, unlinked data of the student are ultimately transformed by concrete experience to a rich supply of schemata, which then become the basis for further development of problem representations in a particular area of practice. Clinicians frequently weave a human perspective into their understanding of the client whereas students, although able to note the client's concerns, are more likely to treat this information as another piece of data than to integrate it into treatment planning. A number of educational strategies are discussed.