Patterns of Clinical Reasoning in Physical Therapist Students

Gilliland, Sarah; Wainwright, Susan

doi:10.1093/ptj/pzx028

Cited by 32 publications

(30 citation statements)

References 54 publications

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“…8 Such reasoning processes are observed more commonly in novice practitioners. 166,172,173 As practitioners gain experience they are more likely to use forward reasoning. 11,31,59,165 This type of reasoning is inductive in nature, systematically analyzing data to reach a hypothesis or diagnosis.…”

Section: [Hd3]cognitivementioning

confidence: 99%

Clinical Reasoning in Physical Therapy: A Concept Analysis

et al. 2018

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Background Physical therapy, along with most health professions, struggles to describe clinical reasoning, despite it being a vital skill in effective patient care. This lack of a unified conceptualization of clinical reasoning leads to variable and inconsistent teaching, assessment, and research. Objective The objective was to conceptualize a broad description of physical therapists’ clinical reasoning grounded in the published literature and to unify understanding for future work related to teaching, assessment, and research. Design/Methods The design included a systematic concept analysis using Rodgers’ evolutionary methodology. A concept analysis is a research methodology in which a concept's characteristics and the relation between features of the concept are clarified. Results Based on findings in the literature, clinical reasoning in physical therapy was conceptualized as integrating cognitive, psychomotor, and affective skills. It is contextual in nature and involves both therapist and client perspectives. It is adaptive, iterative, and collaborative with the intended outcome being a biopsychosocial approach to patient/client management. Limitations Although a comprehensive approach was intended, it is possible that the search methods or reduction of the literature were incomplete or key sources were mistakenly excluded. Conclusions A description of clinical reasoning in physical therapy was conceptualized, as it currently exists in representative literature. The intent is for it to contribute to the unification of an understanding of how clinical reasoning has been conceptualized to date by practitioners, academicians, and clinical educators. Substantial work remains to further develop the concept of clinical reasoning for physical therapy, including the role of movement in our reasoning in practice.

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Section: [Hd3]cognitivementioning

confidence: 99%

Clinical Reasoning in Physical Therapy: A Concept Analysis

et al. 2018

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“…To train novice nurses successfully, preceptors are required to learn continuously and improve their teaching ability (Clipper & Cherry, ; Condrey, ; Tang & Ou, ). The teaching method of clinical reasoning has been commonly implemented in clinical educations such as physical therapist students (Gilliland & Wainwright, ), physicians (Rencic, Trowbridge, Fagan, Szauter, & Durning, ), pharmacists (Tietze, ) and nursing students (Sommers, ). Through this method, cognitive experience guides situational learning, listening, critical thinking, which students can learn and improve their ability to handle the changing conditions of patients (Carvalho et al, ).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of a clinical reasoning teaching workshop on clinical teaching ability in nurse preceptors

Liao

Yang

et al. 2019

J Nurs Manag

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Aim To explore the effectiveness of a clinical reasoning teaching workshop (CRTW) in preceptors' teaching ability, self‐efficacy of clinical reasoning teaching. Background Preceptors' teaching skills are crucial for training novice nurses. How to enhance preceptors' teaching ability is a pertinent concern in clinical practice. Methods This study comprised two stages. At stage I, we administered a pre‐ to post‐test single group with 33 participants to investigate the changes in preceptors' knowledge and self‐efficacy in clinical reasoning teaching after clinical reasoning teaching workshop. At stage II, a quasi‐experimental design was adopted to assess the effectiveness of the clinical reasoning teaching workshop by comparing the preceptors' teaching ability by novice nurses. There were 22 nurses' preceptors who underwent the clinical reasoning teaching workshop and 70 nurses with preceptors who did not undergo clinical reasoning teaching workshop and matched with preceptors' age and working experience. Results After clinical reasoning teaching workshop, preceptors' knowledge and self‐efficacy of clinical reasoning teaching ware increased significantly. Novice nurses (study group) scored their preceptors' teaching ability significantly higher than nurses' (control group). Conclusion The clinical reasoning teaching workshop can enhance preceptors' teaching ability and confidence, thereby improving their teaching ability. Implications for Nursing Management A well‐designed workshop with appropriated teaching method can allow preceptors to learn effectiveness. Clinical reasoning teaching workshop can be used in the training of preceptors.

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“…Das grundsätzliche Ziel ist, Vorgänge des menschlichen Bewusstseins zu externalisieren indem alle Gedanken, die beim Bearbeiten einer Problemstellung oder Lösen einer Fragestellung entstehen, verbalisiert werden [21,22]. In verschiedenen Studien hat Think Aloud bereits Anwendung gefunden, um Gedanken-und Entscheidungsprozesse von Physiotherapeuten während der Untersuchung und Behandlung abzubilden [20,[23][24][25]. Dabei konnte durch die Think-Aloud-Methode ein hypothetisch-deduktives Reasoning durch die Bildung von Hypothesen generell bestätigt [23][24][25] werden.…”

Section: Hypothesenbildung In Der Beobachtenden Ganganalyseunclassified

Zur Form und Struktur von Hypothesen im Rahmen der physiotherapeutischen Untersuchung am Beispiel der beobachtenden Ganganalyse – Qualitative Think-Aloud-Analyse

2020

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Zusammenfassung Hintergrund Obwohl Hypothesen als zentraler Bestandteil des Clinical Reasonings in der Physiotherapie eine Grundlage für therapeutisches Handeln darstellen, gibt es in der physiotherapeutischen Fachliteratur wenige Anhaltspunkte für deren Bildung und deren Merkmale. Ziel Das Ziel dieser Arbeit ist es, die Hypothesenbildung am Beispiel der beobachtenden Ganganalyse zu untersuchen. Dabei wird die Frage geklärt, inwieweit Hypothesen im wissenschaftlichen Sinn gebildet werden können. Dafür werden die Begriffe Hypothese und Heuristik differenziert erläutert. Methode Zur Untersuchung der Hypothesenbildung wurde ein qualitativer Forschungszugang gewählt. Dabei wurden acht Experten aus dem Feld der Physiotherapie anhand der Think-Aloud-Methode bei der beobachtenden Ganganalyse untersucht. Ergebnisse Es konnten drei unterschiedliche Hypothesentypen herausgearbeitet werden. Dabei handelt es sich um (1) zu bewertende, (2) zu interpretierende und (3) zu bewertende und konditionale Annahmen. Keine der von den Experten gebildeten Hypothesen entspricht den Kriterien, die an Hypothesen im wissenschaftlichen Sinn heranreichen. Die Hypothesentypen entsprechen eher der Form, die wissenschaftstheoretisch Heuristiken zugeordnet werden. Schlussfolgerungen Für die beobachtende Ganganalyse zeigt sich ein hypothesengeleitetes Vorgehen, welches an Heuristiken orientiert ist. Der Begriff der Hypothesenbildung wird derzeit in der Physiotherapie ungenau benutzt und sollte weiter untersucht werden, um den Wert von Annahmen, Heuristiken und echten Hypothesen für den Prozess der therapeutischen Entscheidungsfindung zu präzisieren und in Lehre und Forschung umsetzbar zu machen.

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Patterns of Clinical Reasoning in Physical Therapist Students

Cited by 32 publications

References 54 publications

Clinical Reasoning in Physical Therapy: A Concept Analysis

Clinical Reasoning in Physical Therapy: A Concept Analysis

The effectiveness of a clinical reasoning teaching workshop on clinical teaching ability in nurse preceptors

Zur Form und Struktur von Hypothesen im Rahmen der physiotherapeutischen Untersuchung am Beispiel der beobachtenden Ganganalyse – Qualitative Think-Aloud-Analyse

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