Rationale: A reflective tool to support professional reasoning was designed by a Brazilian Community of Practice of primary health care occupational therapists. An action research project was undertaken to refine the tool and analyze its applicability.

Objective: To discuss the process of developing and testing a reflective tool for professional reasoning. Method: An action research project with 11 occupational therapists was carried out. The data from individual interviews, and a concordance questionnaire (to analyze the tool’s content and structure) were analyzed descriptively and thematically. The tool was refined drawing on participants' suggestions.

Findings: The reflective tool was structured in a matrix format with 20 questions, organized in seven domains (perceptions; interpersonal relationships; problem, needs, and care identification; repercussions in everyday life; community space; activities/occupations; professional reasoning integration). The possibilities for its applicability include: increasing the visibility of occupational therapy in interprofessional teams; enabling reflection on practice and improving professional reasoning that attends to multiple aspects of the clients' situation; using the tool in diverse fields of practice and in teaching-learning of professional practice.

Discussion: The reflective tool offers potential to raise awareness of the strengths of the occupational therapy profession, foster interprofessional dialogue, and enhance therapists’ professional reasoning process.

Consensus is that competency is more than skills and knowledge , but also depends on the habitual and routine performance of doing critical tasks such as intentional clinical reasoning (Guest et al., 2001). Evidence suggests that practicing therapists report rarely engaging in clinical reasoning (Benfield & Johnston, 2020; Krueger et al., 2020). Therefore, psychometrically sound tools providing insight into what practitioners are actually doing in daily practice and clinical competence are needed (Englander et al., 2013). Using occupational science theory (e.g. frequency of doing), the measure of evidence-informed professional thinking (EIPT) was developed. This is a context-free self-report tool which uses frequency of engagement, an underlying component to competency, to probe clinical reasoning, evidence-based practice and outcomes measurement. The psychometric properties of the measure of EIPT will be reported. The participants will be able to explain how occupational science theory expands our understanding of competence and explain how occupational science can improve the assessment oof gaps in habits of practice which may limit the development of expertise. Implications: Using Occupational Science to develop psychometrically sound tools which can be used readily used across all contexts has the potential to increase competency of practicing clinicians.