Empowering occupational therapists to become evidence-based work rehabilitation practitioners

Work

Volumn 37, Issue 2, 2010, Pages 119-134

  Vachon, Brigitte ^a   Durand, Marie José ^a   Leblanc, Jeannette ^a  

^a UNIVERSITÉ DE SHERBROOKE   (Canada)

Author keywords

clinical reasoning; collaborative research; evidence based practice; occupational therapy; reflective practice; Work rehabilitation

Indexed keywords

ADULT; ARTICLE; EDUCATION; EVIDENCE BASED PRACTICE; FEMALE; HUMAN; MIDDLE AGED; OCCUPATIONAL THERAPY; SELF CONCEPT;

ADULT; EDUCATION; EVIDENCE-BASED PRACTICE; FEMALE; HUMANS; MIDDLE AGED; OCCUPATIONAL THERAPY; SELF EFFICACY;

EID: 78650596208     PISSN: 10519815     EISSN: None     Source Type: Journal    
DOI: 10.3233/WOR-2010-1063     Document Type: Article

References (152)

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2. C. Argyris and D.A. Schön, Theory in Practice: Increasing Professional Effectiveness, Jossey Bass, San Francisco, 1992.
3. S. Bennett and J.W. Bennett, The process of evidencebased practice in occupational therapy: Informing clinical decisions, Austr Occup Ther J 47 (2000), 171-180. (Pubitemid 32000363)
4. S. Bennett, L. Tooth, K. McKenna, S. Rodger, J. Strong, J. Ziviani, S. Mickan and L. Gibson, Perception of evidencebased practice: Asurvey ofAustralian occupational therapists, Austr Occup Ther J 50 (2003), 13-22.
5. D. Boud, Using journal writing to enhance reflective practice, New Dir Adult Cont Educ 90 (2001), 9-17.
6. D. Boud, R. Keogh and D.Walker, Reflection: Turning Experience into Learning, Kogan Page, London, 1985.
7. D. Boud and D. Walker, Promoting reflection in professional courses: the challenge of context, Stud High Educ 23 (1998), 191-206. (Pubitemid 128087962)
8. E.M. Boyd and A.W. Fales, Reflective learning: Key to learning from experience, J Hum Psych 23 (1983), 99-117.
9. B.A. Boyt Schell, Interactive and conditional reasoning: A process of synthesis, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds,Wolters Kluwer/LippincottWilliams &Wilkins, Philadelphia, 2008, pp. 209-226.
10. B.A. Boyt Schell, Pragmatic reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 169-187.
11. B.A.Boyt Schell and J.W. Schell, Professional reasoning as the basis of practice, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams &Wilkins, Philadelphia, 2008, pp. 3-12.
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14. Canadian Association of Occupational Therapy, CAOT Position Statement:Continuing Professional Education 2006, Retrieved 10 mars, from ID=163&pageID=153, 2009.
15. J. Craik and S. Rappolt, Theory of research utilization enhancement: a model for occupational therapy, Can J Occup Ther 70 (2003), 266-275. (Pubitemid 38095047)
16. S. Desgagné, N. Bednarz, C. Couture, L. Poirier and P. Lebuis, L'approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation, Rev Sci Edu 27 (2001), 33-64.
17. C.J. Dubouloz, M. Egan, J. Vallerand and C. von Zweck, Occupational therapists' perceptions of evidencebased practice, Am J Occup Ther 53 (1999), 445-453.
18. E.A.S.Duncan, The cognitivebehavioural frame of reference, in: Foundations for Practice in Occupational Therapy, E.A.S. Duncan, ed., Elsevier Churchill Livingstone, London, 2006, pp. 217-232.
19. D.A. Dunstan and T. Covic, Compensable work disability management: A literature review of biopsychosocial perspectives, Aust J Occup Ther 53 (2006), 6777. (Pubitemid 44349272)
20. M. Falardeau and M.J. Durand, Negotiationcentred versus clientcentred: which approach should be used? Can J Occup Ther 69 (2002), 135-142. (Pubitemid 34594882)
21. M.H. Fleming, The therapist with the threetrack mind, Am J Occup Ther 45 (1991), 1007-1014.
22. S.G. Forneris and C.J. PedenMcAlpine, Contextual learning: a reflective learning intervention for nursing education, Int J Nurs Educ Scholarsh 3 (2006), Article 17.
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27. K.R. Hammond and P.J.R. Boyle, Quasirationality, quarrels and new conceptions of feedback, Bull Br Psychol Soc 24 (1971), 103-113.
28. R.B. Haynes, P.J. Devereaux and G.H. Guyatt, Physicians' and patients' choices in evidence based practice, BrMed J 324 (2002), 1350. (Pubitemid 34628001)
29. R. Hiemstra, Uses and benefits of journal writing, New Directions for Adult and Continuing Education 90 (2001), 19-26.
30. K. Illeris, Transformative learning in the perspective of a comprehensive learning theory, J Transformative Educ 2 (2004), 79-89.
31. I. Ilott, Challenging the rhetoric and reality: Only an individual and systemic approach will work for evidencebased occupational therapy, Am J Occup Ther 57 (2003), 351-354. (Pubitemid 39256404)
32. P. Jarvis, The PractitionerResearcher: Developing Theory from Practice, JosseyBass, San Francisco, CA, 1999.
33. E.M. Kanny and D. Yarett Slater, Ethical reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 188-208.
34. D. Kember, Reflective Teaching and Learning in the Health Professions, Blackwell Science, Oxford, 2001.
35. S. Kemmis and R. McTaggart, Participatory action research, in: Handbook of Qualitative Research, N. Denzin and Y.S. Lincoln, eds, Sage Publications Inc., Thousand Oaks, CA, 2000, pp. 567-605.
36. E.A. Kinsella, Professional Development and Reflective Practice: Strategies for Learning throughProfessional Experience, CAOT Publications ACE, Ottawa, 2000.
37. M. Koehle, D. Bird and C. Bonney, The Role of Personal Mastery in Clinical Practice: How Personal Leadership Can Transform the Workplace, J Perianesth Nurs 23 (2008), 172-182.
38. M. Law, Introduction to evidencebased practice, in: EvidenceBased Rehabilitation: A Guide to Practice, M. Law, ed., Slack Incorporated, Thorofare, 2002, pp. 3-12.
39. P. Loisel, R. Buchbinder, R. Hazard, R. Keller, I. Scheel, M. van Tulder and B. Webster, Prevention of work disability due to musculoskeletal disorders: the challenge of implementing evidence, J Occup Rehabil 15 (2005), 507-524. (Pubitemid 41563572)
40. P. Loisel, M.J. Durand, B. Diallo, B. Vachon, N. Charpentier and J. Labelle, From evidence to community practice in work rehabilitation: the Quebec experience, Clin J Pain 19 (2003), 105-113. (Pubitemid 36307479)
41. M. Lowe, S. Rappolt, S. Jaglal and G.Macdonald, The role of reflection in implementing learning fromcontinuing education into practice, J Contin Educ Health Prof 27 (2007), 143-148.
42. K. Mann, J. Gordon and A. MacLeod, Reflection and reflective practice in health professions education: a systematic review, Advances in Health Sciences Education (in press), DOI 10.1007/s10459100071909010452.
43. G.W. Martin and G. Mitchell, A study of critical incident analysis as a route to the identification of change necessary in clinical practice: addressing the theorypractice gap, Nurse Educ Pract 1 (2001), 27-34. (Pubitemid 33378103)
44. A. McCluskey, Occupational therapists report a low level of knowledge, skill and involvement in evidencebased practice, Austr Occup Ther J 50 (2003), 3-12. (Pubitemid 36526762)
45. A. McCluskey, Increasing the use of research evidence by occupational therapists, School of Exercise and Health Sciences, University of Western Sydney, Penrith South, 2004.
46. C.L. McWilliam, Continuing education at the cutting edge: Promoting transformative knowledge translation, J Contin Educ Health Prof 27 (2007), 72-79.
47. J. Mezirow, Transformative Dimensions of Adult Learning, JosseyBass, San Francisco, 1991.
48. M.E.Neistadt, Teaching clinical reasoning as a thinking frame, Am J Occup Ther 52 (1998), 221-229. (Pubitemid 128452512)
49. Ordre des ergothérapeutes du Québec, Formation Continue de L'ergothérapeute: Lignes Directrices, Ordre des ergoth érapeutes du Québec, Montréal, 2003, p. 22.
50. T. Paget, Reflective practice and clinical outcomes: practitioners' views on how reflective practice has influenced their clinical practice, J Clin Nurs 10 (2001), 204-214. (Pubitemid 33754742)
51. P. Paillé, L'analyse par théorisation ancrée, Cahier de Recherche Sociologique 23 (1994), 204-238.
52. C. PedenMcAlpine, P.S. Tomlinson, S.G. Forneris, G. Genck and S.J.Meiers, Evaluation of a reflective practice intervention to enhance family care, J Adv Nurs 49 (2005), 494-501. (Pubitemid 40353504)
53. N. Pollock and S. Rochon, Becoming an evidencebased practitioner, in: Evidencebased Rehabilitation: A Guide to Practice, M. Law, ed., Slack Incorporated, Thorofare, 2002, pp. 31- 46.
54. S. Rappolt andM. Tassone, How rehabilitation therapists gather, evaluate, and implement new knowledge, J Contin Educ Health Prof 22 (2002), 170-180.
55. P. Reason, Integrating action and reflection through cooperative Inquiry, Management Learning 30 (1999), 207-226.
56. A.E.K. Roberts, Advancing practice through continuing professional education: the case for reflection, Br J Occup Ther 65 (2002), 237-241.
57. L.J.Robertson, Clinical reasoning, Part. 1: The nature of problem solving, a literature review, Br J Occup Ther 59 (1996), 178-182. (Pubitemid 126424151)
58. M.K. Robertson, K.E. Umble and R.M. Cervero, Impact studies in continuing education for health professions: update, J Contin Educ Health Prof 23 (2003), 146-156.
59. D.L. Sackett, S.E. Strauss, W.S. Richardson, W. Rosenberg and R.B. Haynes, EvidenceBased Medicine: How to Practice and Teach EBM, Churchill Livingstone, London, 2000.
60. J.W. Schell and B.A. Boyt Schell, Teaching for expert practice, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 258-288.
61. D.A. Schön, The Reflective Practitioner, Basic Books, New York, 1983.
62. W.S. Shaw, S.J. Linton and G. Pransky, Reducing sickness absence from work due to low back pain: how well do intervention strategies match modifiable risk factors? J Occup Rehabil 16 (2006), 591-605. (Pubitemid 44924082)
63. A. Strauss and J. Corbin, Basics of Qualitative Research: Grounded Theory Procedures and Techniques, Sage Publications, Inc., Newbury Park, 1990.
64. A.L. Strauss and J. Corbin, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Sage, Thousand Oaks, 1998.
65. J. Strong, L. Tooth and A. Unruh, Knowledge about painamong newly graduated occupational therapists: Relevance for curriculum development, Can J Occup Ther 66 (1999), 221-228. (Pubitemid 30029521)
66. S. Strong, S. Baptiste and P. Salvatori, Learning from today's clinicians in vocational practice to educate tomorrow's therapists, Can J Occup Ther 70 (2003), 11-20. (Pubitemid 36358342)
67. M.J. Sullivan, M. Feuerstein, R. Gatchel, S.J. Linton and G. Pransky, Integrating psychosocial and behavioral interventions to achieve optimal rehabilitation outcomes, J Occup Rehabil 15 (2005), 475-489. (Pubitemid 41563570)
68. M.J. Sullivan and C. Main, Service, advocacy and adjudication: balancing the ethical challenges of multiple stakeholder agendas in the rehabilitation of chronic pain, Disabil Rehabil 29 (2007), 1596-1603.
69. T. Sumsion and M. Law, A review of evidence on the conceptual elements informing clientcentred practice, Can J Occup Ther 73 (2006), 153162. (Pubitemid 44064234)
70. M.A. ThomsonO'Brien, N. Freemantle, A.D.Oxman, F.Wolf, D.A. Davis and J. Herrin, Continuing education meetings and workshops: effects on professional practice and health care outcomes, Cochrane Database of Systematic Reviews (2005).
71. G.S. Tomlin, Scientific reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 91-124.
72. D. Tripp, Critical Incidents in Teaching: Developing Professional Judgement, Routledge, London, 1993.
73. C.A. Unsworth, Clinical reasoning: How do pragmatic reasoning, worldview and clientcentredness fit? Br J Occup Ther 67 (2004), 10-19.
74. G. Waddell, Preventing incapacity in people with musculoskeletal disorders, Br Med Bull 77-78 (2006), 55-69. (Pubitemid 46092273)
75. C. Watkins, A. Timm, R. GoobermanHill, I. Harvey, A. Haines and J. Donovan, Factors affecting feasibility and acceptability of a practicebased educational intervention to support evidencebased prescribing: a qualitative study, Fam Pract 21 (2004), 661-669. (Pubitemid 39654865)
76. S.Wilkins, N. Pollock, S. Rochon and M. Law, Implementing clientcentred practice: why is it so difficult to do? Can J Occup Ther 68 (2001), 70-79. (Pubitemid 32367026)
77. L.T. Andersen, Occupational therapy practitioners' perceptions of the impact of continuing education activities in continuing competency, Am J Occup Ther 55 (2000), 449-454.
78. C. Argyris and D.A. Schön, Theory in Practice: Increasing Professional Effectiveness, Jossey Bass, San Francisco, 1992.
79. S. Bennett and J.W. Bennett, The process of evidencebased practice in occupational therapy: Informing clinical decisions, Austr Occup Ther J 47 (2000), 171-180. (Pubitemid 32000363)
80. S. Bennett, L. Tooth, K. McKenna, S. Rodger, J. Strong, J. Ziviani, S. Mickan and L. Gibson, Perception of evidencebased practice: Asurvey ofAustralian occupational therapists, Austr Occup Ther J 50 (2003), 13-22.
81. D. Boud, Using journal writing to enhance reflective practice, New Dir Adult Cont Educ 90 (2001), 9-17.
82. D. Boud, R. Keogh and D.Walker, Reflection: Turning Experience into Learning, Kogan Page, London, 1985.
83. D. Boud and D. Walker, Promoting reflection in professional courses: the challenge of context, Stud High Educ 23 (1998), 191-206. (Pubitemid 128087962)
84. E.M. Boyd and A.W. Fales, Reflective learning: Key to learning from experience, J Hum Psych 23 (1983), 99-117.
85. B.A. Boyt Schell, Interactive and conditional reasoning: A process of synthesis, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds,Wolters Kluwer/LippincottWilliams &Wilkins, Philadelphia, 2008, pp. 209-226.
86. B.A. Boyt Schell, Pragmatic reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 169-187.
87. B.A.Boyt Schell and J.W. Schell, Professional reasoning as the basis of practice, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams &Wilkins, Philadelphia, 2008, pp. 3-12.
88. B.A. Boyt Schell, C.A. Unsworth and J.W. Schell, Theory and practice: New directions for research in professional reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 401-431.
89. S. Brookfield, Using critical incidents to explore learners' assumptions, in: Fostering Critical Reflection in Adulthood, J.Mezirow, ed., JosseyBass Publishers, San Francisco, 1991, pp. 177-193.
90. Canadian Association of Occupational Therapy, CAOT Position Statement:Continuing Professional Education 2006, Retrieved 10 mars, from ID=163&pageID=153, 2009.
91. J. Craik and S. Rappolt, Theory of research utilization enhancement: a model for occupational therapy, Can J Occup Ther 70 (2003), 266-275. (Pubitemid 38095047)
92. S. Desgagné, N. Bednarz, C. Couture, L. Poirier and P. Lebuis, L'approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation, Rev Sci Edu 27 (2001), 33-64.
93. C.J. Dubouloz, M. Egan, J. Vallerand and C. von Zweck, Occupational therapists' perceptions of evidencebased practice, Am J Occup Ther 53 (1999), 445-453.
94. E.A.S.Duncan, The cognitivebehavioural frame of reference, in: Foundations for Practice in Occupational Therapy, E.A.S. Duncan, ed., Elsevier Churchill Livingstone, London, 2006, pp. 217-232.
95. D.A. Dunstan and T. Covic, Compensable work disability management: A literature review of biopsychosocial perspectives, Aust J Occup Ther 53 (2006), 6777. (Pubitemid 44349272)
96. M. Falardeau and M.J. Durand, Negotiationcentred versus clientcentred: which approach should be used? Can J Occup Ther 69 (2002), 135-142. (Pubitemid 34594882)
97. M.H. Fleming, The therapist with the threetrack mind, Am J Occup Ther 45 (1991), 1007-1014.
98. S.G. Forneris and C.J. PedenMcAlpine, Contextual learning: a reflective learning intervention for nursing education, Int J Nurs Educ Scholarsh 3 (2006), Article 17.
99. A.J.Gillis, Journalwriting in health education, NewDirections for Adult and Continuing Education 90 (2001), 49-58.
100. T. Greenhalgh, Narrative based medicine: narrative based medicine in an evidence based world, Br Med J 318 (1999), 323-325. (Pubitemid 29195145)
101. E. Guba and Y. Lincoln, Fourth Generation Evaluation, Sage Publications, Newbury Park, 1989.
102. T.B. Hamilton, Narrative reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 125-168.
103. K.R. Hammond and P.J.R. Boyle, Quasirationality, quarrels and new conceptions of feedback, Bull Br Psychol Soc 24 (1971), 103-113.
104. R.B. Haynes, P.J. Devereaux and G.H. Guyatt, Physicians' and patients' choices in evidence based practice, BrMed J 324 (2002), 1350. (Pubitemid 34628001)
105. R. Hiemstra, Uses and benefits of journal writing, New Directions for Adult and Continuing Education 90 (2001), 19-26.
106. K. Illeris, Transformative learning in the perspective of a comprehensive learning theory, J Transformative Educ 2 (2004), 79-89.
107. I. Ilott, Challenging the rhetoric and reality: Only an individual and systemic approach will work for evidencebased occupational therapy, Am J Occup Ther 57 (2003), 351-354. (Pubitemid 39256404)
108. P. Jarvis, The PractitionerResearcher: Developing Theory from Practice, JosseyBass, San Francisco, CA, 1999.
109. E.M. Kanny and D. Yarett Slater, Ethical reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 188-208.
110. D. Kember, Reflective Teaching and Learning in the Health Professions, Blackwell Science, Oxford, 2001.
111. S. Kemmis and R. McTaggart, Participatory action research, in: Handbook of Qualitative Research, N. Denzin and Y.S. Lincoln, eds, Sage Publications Inc., Thousand Oaks, CA, 2000, pp. 567-605.
112. E.A. Kinsella, Professional Development and Reflective Practice: Strategies for Learning throughProfessional Experience, CAOT Publications ACE, Ottawa, 2000.
113. M. Koehle, D. Bird and C. Bonney, The Role of Personal Mastery in Clinical Practice: How Personal Leadership Can Transform the Workplace, J Perianesth Nurs 23 (2008), 172-182.
114. M. Law, Introduction to evidencebased practice, in: EvidenceBased Rehabilitation: A Guide to Practice, M. Law, ed., Slack Incorporated, Thorofare, 2002, pp. 3-12.
115. P. Loisel, R. Buchbinder, R. Hazard, R. Keller, I. Scheel, M. van Tulder and B. Webster, Prevention of work disability due to musculoskeletal disorders: the challenge of implementing evidence, J Occup Rehabil 15 (2005), 507-524. (Pubitemid 41563572)
116. P. Loisel, M.J. Durand, B. Diallo, B. Vachon, N. Charpentier and J. Labelle, From evidence to community practice in work rehabilitation: the Quebec experience, Clin J Pain 19 (2003), 105-113. (Pubitemid 36307479)
117. M. Lowe, S. Rappolt, S. Jaglal and G.Macdonald, The role of reflection in implementing learning fromcontinuing education into practice, J Contin Educ Health Prof 27 (2007), 143-148.
118. K. Mann, J. Gordon and A. MacLeod, Reflection and reflective practice in health professions education: a systematic review, Advances in Health Sciences Education (in press), DOI 10.1007/s10459100071909010452.
119. G.W. Martin and G. Mitchell, A study of critical incident analysis as a route to the identification of change necessary in clinical practice: addressing the theorypractice gap, Nurse Educ Pract 1 (2001), 27-34. (Pubitemid 33378103)
120. A. McCluskey, Occupational therapists report a low level of knowledge, skill and involvement in evidencebased practice, Austr Occup Ther J 50 (2003), 3-12. (Pubitemid 36526762)
121. A. McCluskey, Increasing the use of research evidence by occupational therapists, School of Exercise and Health Sciences, University of Western Sydney, Penrith South, 2004.
122. C.L. McWilliam, Continuing education at the cutting edge: Promoting transformative knowledge translation, J Contin Educ Health Prof 27 (2007), 72-79.
123. J. Mezirow, Transformative Dimensions of Adult Learning, JosseyBass, San Francisco, 1991.
124. M.E.Neistadt, Teaching clinical reasoning as a thinking frame, Am J Occup Ther 52 (1998), 221-229. (Pubitemid 128452512)
125. Ordre des ergothérapeutes du Québec, Formation Continue de L'ergothérapeute: Lignes Directrices, Ordre des ergoth érapeutes du Québec, Montréal, 2003, p. 22.
126. T. Paget, Reflective practice and clinical outcomes: practitioners' views on how reflective practice has influenced their clinical practice, J Clin Nurs 10 (2001), 204-214. (Pubitemid 33754742)
127. P. Paillé, L'analyse par théorisation ancrée, Cahier de Recherche Sociologique 23 (1994), 204-238.
128. C. PedenMcAlpine, P.S. Tomlinson, S.G. Forneris, G. Genck and S.J.Meiers, Evaluation of a reflective practice intervention to enhance family care, J Adv Nurs 49 (2005), 494-501. (Pubitemid 40353504)
129. N. Pollock and S. Rochon, Becoming an evidencebased practitioner, in: Evidencebased Rehabilitation: A Guide to Practice, M. Law, ed., Slack Incorporated, Thorofare, 2002, pp. 31- 46.
130. S. Rappolt andM. Tassone, How rehabilitation therapists gather, evaluate, and implement new knowledge, J Contin Educ Health Prof 22 (2002), 170-180.
131. P. Reason, Integrating action and reflection through cooperative Inquiry, Management Learning 30 (1999), 207-226.
132. A.E.K. Roberts, Advancing practice through continuing professional education: the case for reflection, Br J Occup Ther 65 (2002), 237-241.
133. L.J.Robertson, Clinical reasoning, Part. 1: The nature of problem solving, a literature review, Br J Occup Ther 59 (1996), 178-182. (Pubitemid 126424151)
134. M.K. Robertson, K.E. Umble and R.M. Cervero, Impact studies in continuing education for health professions: update, J Contin Educ Health Prof 23 (2003), 146-156.
135. D.L. Sackett, S.E. Strauss, W.S. Richardson, W. Rosenberg and R.B. Haynes, EvidenceBased Medicine: How to Practice and Teach EBM, Churchill Livingstone, London, 2000.
136. J.W. Schell and B.A. Boyt Schell, Teaching for expert practice, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 258-288.
137. D.A. Schön, The Reflective Practitioner, Basic Books, New York, 1983.
138. W.S. Shaw, S.J. Linton and G. Pransky, Reducing sickness absence from work due to low back pain: how well do intervention strategies match modifiable risk factors? J Occup Rehabil 16 (2006), 591-605. (Pubitemid 44924082)
139. A. Strauss and J. Corbin, Basics of Qualitative Research: Grounded Theory Procedures and Techniques, Sage Publications, Inc., Newbury Park, 1990.
140. A.L. Strauss and J. Corbin, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Sage, Thousand Oaks, 1998.
141. J. Strong, L. Tooth and A. Unruh, Knowledge about painamong newly graduated occupational therapists: Relevance for curriculum development, Can J Occup Ther 66 (1999), 221-228. (Pubitemid 30029521)
142. S. Strong, S. Baptiste and P. Salvatori, Learning from today's clinicians in vocational practice to educate tomorrow's therapists, Can J Occup Ther 70 (2003), 11-20. (Pubitemid 36358342)
143. M.J. Sullivan, M. Feuerstein, R. Gatchel, S.J. Linton and G. Pransky, Integrating psychosocial and behavioral interventions to achieve optimal rehabilitation outcomes, J Occup Rehabil 15 (2005), 475-489. (Pubitemid 41563570)
144. M.J. Sullivan and C. Main, Service, advocacy and adjudication: balancing the ethical challenges of multiple stakeholder agendas in the rehabilitation of chronic pain, Disabil Rehabil 29 (2007), 1596-1603.
145. T. Sumsion and M. Law, A review of evidence on the conceptual elements informing clientcentred practice, Can J Occup Ther 73 (2006), 153162. (Pubitemid 44064234)
146. M.A. ThomsonO'Brien, N. Freemantle, A.D.Oxman, F.Wolf, D.A. Davis and J. Herrin, Continuing education meetings and workshops: effects on professional practice and health care outcomes, Cochrane Database of Systematic Reviews (2005).
147. G.S. Tomlin, Scientific reasoning, in: Clinical and Professional Reasoning in Occupational Therapy, B.A. Boyt Schell and J.W. Schell, eds, Wolters Kluwer/Lippincott Williams & Wilkins, Philadelphia, 2008, pp. 91-124.
148. D. Tripp, Critical Incidents in Teaching: Developing Professional Judgement, Routledge, London, 1993.
149. C.A. Unsworth, Clinical reasoning: How do pragmatic reasoning, worldview and clientcentredness fit? Br J Occup Ther 67 (2004), 10-19.
150. G. Waddell, Preventing incapacity in people with musculoskeletal disorders, Br Med Bull 77-78 (2006), 55-69. (Pubitemid 46092273)
151. C. Watkins, A. Timm, R. GoobermanHill, I. Harvey, A. Haines and J. Donovan, Factors affecting feasibility and acceptability of a practicebased educational intervention to support evidencebased prescribing: a qualitative study, Fam Pract 21 (2004), 661-669. (Pubitemid 39654865)
152. S.Wilkins, N. Pollock, S. Rochon and M. Law, Implementing clientcentred practice: why is it so difficult to do? Can J Occup Ther 68 (2001), 70-79. (Pubitemid 32367026)