During the 12 weeks of the internship, the experimental group took a pre-test after a case report-1 in weeks 4-5, which included completing the holistic thinking case analysis form and the personal learning self-efficacy questionnaire, followed by a 2-hour structured holistic thinking course. At the end of the session, subjects took the first post-test, revised the case analysis form completed in the pre-test based on the case report-1 observed in the pre-test, and completed the personal learning self-efficacy questionnaire and the satisfaction questionnaire again. During weeks 6-11 of the internship, participants continue to receive clinical practice training in assessment, intervention planning, and patient intervention skills. In weeks 11-12 of the internship, subjects took a second post-test after reading case report-2, which included completing the holistic thinking case analysis form and again completing the personal learning self-efficacy questionnaire.

During the 12 weeks of the internship, the control group had no structured holistic thinking course. During weeks 4-5 of the internship, after viewing case report-1, a pretest consisting of completing the holistic thinking case analysis form and the personal learning self-efficacy questionnaire was completed and a holistic thinking case analysis form - introductory version was given. Subjects will revise the holistic thinking case analysis form completed in the pretest and complete the personal learning self-efficacy questionnaire again. During weeks 6-11 of the internship, participants continue to receive clinical practice training in assessment, intervention planning, and patient intervention skills. In weeks 11-12 of the internship, subjects received the post-test, viewed the case report-2, and were given the holistic thinking case analysis form - introductory version and completed the holistic thinking case analysis form and the personal learning self-efficacy questionnaire.

The holistic thinking curriculum was designed as a structured program using mind maps, case-based discussions, and clinical observations to integrate physical, psychological, social, and spiritual aspects.

The Holistic Thinking Case Analysis Form: Taken from cases (caregivers) to see if subjects can analyze holistic abilities/problems based on physical, mental, social and spiritual aspects. Higher scores indicate better analysis of the problem and are quantitative data. The holistic occupational therapy intervention plan extract looks at whether the subject can present an occupational therapy intervention plan with the concept of holistic care, which is qualitative. The higher the score, the more appropriate it is, which is quantitative data. The above information was coded and analyzed by three occupational therapists with more than five years of teaching experience, and quantitative information was determined through consensus conferences.

Measuring subjects' learning self-efficacy

The purpose of the questionnaire was to understand the subjects' satisfaction, usefulness, and suggestions regarding the course content and to increase the subjects' connection to the holistic care curriculum, clinical experience, and skills knowledge through course reflection.