Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals

Bientzle, Martina; Creß, Ulrike; Kimmerle, Joachim

doi:10.1186/1472-6920-14-208

Cited by 35 publications

(40 citation statements)

References 41 publications

(48 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In accordance with the cross-sectional study [29] an additional explorative analysis disclosed that first-year students showed greater development (M Diff =0.82± 0.56) than the advanced students (M Diff =0.39± 0.66) regarding medicine-related EBs, t(40)=1.97, P = 0.028, d=0.70 (Mann-Whitney-Utest: U=105.00, P = 0.024).…”

Section: Health-related Ebssupporting

confidence: 76%

“…Sample items of this scale are "sorted -unsorted" or "absolute -relative", whereby "unsorted" and "relative" represented sophisticated EBs (see Table 1). The bm and bps health concepts were measured following the procedure presented previously [17,29]. Participants rated the importance of five representative bm terms, such as "diagnosis", and five characteristic bps concepts, such as "functionality", on six-point Likert scales ranging from 1 (not important) to 6 (very important) (see Table 2).…”

Section: Measurementsmentioning

confidence: 99%

“…Epistemological beliefs (EBs) are one important factor that has an impact on how health professionals process medical information [4][5][6]. EBs "are fundamental assumptions about the nature of knowledge, the certainty of knowing, the criteria and justifications for knowing" [p. 29,7]. As Roex and Degryse [6] pointed out, EBs are especially important for assessing one's own knowledge skills and learning strategies, and thus for making progress in acquiring medical knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…Epistemological beliefs and therapeutic health concepts are two important factors of influence that affect how health professionals process treatment-relevant information. A cross-sectional study found that EBs and therapeutic health concepts differed depending on the participants' training status [29].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Development of domain-specific epistemological beliefs of physiotherapists: A longitudinal study

Bientzle

Creß

Kimmerle

2019

Preprint

Self Cite

View full text Add to dashboard Cite

Background Epistemological beliefs (EBs) and therapeutic health concepts are two important factors of influence that affect how healthcare professionals process treatment-relevant information. A previous investigation compared physiotherapy students’ EBs and therapeutic health concepts with those of professionals in a cross-sectional study. That study design, however, did not allow for any conclusions about the temporal development of these concepts. This shortcoming has been addressed in the study presented here, which aimed to assess that temporal development. Methods In a longitudinal study, physiotherapists filled in a questionnaire that measured their personal EBs about physiotherapy and about medicine, as well as their biomedical and biopsychosocial therapeutic health concepts. The participants were first examined during their medical training (December 2011). The follow-up measure was about three years later when the participants had become professional physiotherapists (January 2015). The development of their EBs was examined using paired sample t-tests and Wilcoxon signed-rank test. Results The analysis was based on 41 participants who filled in the questionnaire at both time points and were working as physiotherapists at the time of the second measurement. There was a development of physiotherapy-related and a development of medicine-related EBs: Physiotherapy-related as well as medicine-related EBs were more sophisticated when physiotherapists had already entered the working world than during their physiotherapy training. Due to psychometric problems of the scales, the development of their therapeutic health concepts could not be analyzed. Conclusions EBs are an important factor for (lifelong)learning. Physiotherapy-related and medicine-related EBs developed similarly in both domains. This is an indication that the temporal development of EBs is an expression of professionalization of healthcare personnel in their occupational field. The findings demonstrate that the development of EBs is not completed at the end of vocational training; it appears to be a development that continues even after the transition to professional life.

show abstract

Section: Health-related Ebssupporting

confidence: 76%

Section: Measurementsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development of domain-specific epistemological beliefs of physiotherapists: A longitudinal study

Bientzle

Creß

Kimmerle

2019

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Researchers should take into consideration epistemic aims and epistemic values that contribute to nuances in individuals’ conceptions and behavior 5 . Also, while few studies examine epistemic cognition in other health fields, there is evidence that sophistication of epistemic beliefs with experience occurs across professions 67 , 68 . Studies comparing epistemic orientations including biomedical or biopsychosocial orientations 68 or patterns of knowing for practice among medical, nursing and allied health fields 69 , 70 , 71 could provide further insights for both medical and inter-professional education.…”

Section: Discussionmentioning

confidence: 99%

Epistemic cognition in medical education: a literature review

Eastwood¹,

Koppelman-White

et al. 2017

Int J Med Educ

View full text Add to dashboard Cite

ObjectiveTo review the research literature on epistemic cognition in medical education.MethodsWe conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and reviewed empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition and implications for research and medical education. ResultsTwenty-seven articles were selected. Themes from the findings of selected studies included developmental frameworks of epistemic cognition revealing simple epistemological positions of medical learners, increasing epistemological sophistication with experience, relationships between epistemic cognition and context, patterns in epistemic orientations to clinical practice, and reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medical education settings and its relationship to clinical outcomes. Relationships between epistemological beliefs and humanistic patient care and influences of medical education practices were commonly cited implications for medical education. ConclusionsEpistemic cognition is conceptualized and operationalized in a variety of ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important areas for future research. Also, examination of the relationship between the contexts of medical learning and practice and epistemic cognition has potential for improving medical education. This work also establishes a need for further investigation into the implications of epistemic cognition for humanistic orientations and ultimately for patient care.

show abstract

“What Contributes to Family Therapist Trainees’ Health?” An Investigation into the Context of Professional and Workplace Health and Well-Being

Mayer¹,

Oosthuizen²

2020

The Palgrave Handbook of Workplace Well-Being

View full text Add to dashboard Cite

This chapter explores the subjective health concepts in family therapy trainees (FTTs) in a systemic family therapy (SFT) organizational training setting in which individuals study to become certified family therapists (FTs) within a 3-year training period. Subjective health concepts and their development within organizational contexts are studied. The aim of the chapter is to contribute to a discourse on the development of subjective, personal health concepts and their impact on the development of a broader organizational culture of health and wellbeing. The chapter is based on a longitudinal hermeneutical case study design. The sample consisted of 65 FTTs, enrolled for a 3-year training course in SFT to become future FTs. Questionnaires were used to collect data with three measurements, one measurement per year of the FTTs. The data was analyzed through content analysis. The findings show that subjective health concepts of FTTs changed over the 3-year training period with regard to perceptions on aspects that support health and how professional health is conceptualized within the organizational training context. The development of subjective health concepts has implications for the FTTs' work and their perceptions, attitude, and behavior in therapeutical work contexts. The findings provide further insights on how subjective health concepts develop in professional FTTs, who work within social and therapeutical organizations, and how this impacts on the broader organizational well-being. The conclusions indicate how subjective health concepts and organizational well-being relate and recommendations for future theory and practice regarding the development of FTTs' health concepts on a personal and organizational level are given.

show abstract

Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals

Cited by 35 publications

References 41 publications

Development of domain-specific epistemological beliefs of physiotherapists: A longitudinal study

Development of domain-specific epistemological beliefs of physiotherapists: A longitudinal study

Epistemic cognition in medical education: a literature review

“What Contributes to Family Therapist Trainees’ Health?” An Investigation into the Context of Professional and Workplace Health and Well-Being

Contact Info

Product

Resources

About