Educational Strategies for Improving Clinical Reasoning

Cutrer, William B.; Sullivan, William M.; Fleming, Amy

doi:10.1016/j.cppeds.2013.07.005

Cited by 68 publications

(73 citation statements)

References 38 publications

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“…recommended that scaffolding and reflection are the two main strategies the clinical teachers can adapt to promote clinical reasoning skills development. 16 Preclinical preparation, clinical placement expectations and duration are the main barriers reported by both the physiotherapy students and clinical educators. Students have reported mixed feelings about their preparation for clinical education.…”

Section: Discussionmentioning

confidence: 99%

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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Background Clinical education is the cornerstone of physiotherapy education and it plays a pivotal role in shaping physiotherapy students’ attitude towards future professional practice. But the implementation of physiotherapy clinical education varies significantly between the institutions. Clinical educators adapt various strategies to teach students in the clinical settings which have several advantages as well as disadvantages. Research has shown several factors influencing the clinical education of healthcare students and the objective of this study was to explore the factors that affect the effectiveness of clinical education of physiotherapy students. Methods This research used mixed-methods approach and included 34 physiotherapy students and 26 clinical educators. Data collection was conducted in two stages. First stage of data collection used a 13 items survey at the end of 12 weeks of clinical placements to collect the student’s perspectives about clinical education. Then the second stage of data collection used semi-structured interviews that included both students and clinical educators. Results Descriptive statistics of the survey was useful to analyze the survey results and majority of students reported clinical education was effective and high levels of satisfaction was found among the students about the placement environments and clinical educator skills. Clinical education fulfilled students learning needs and the educators provided necessary support and supervision. However, the findings showed few factors hindering the effectiveness of clinical education and the qualitative study was useful in exploring those factors that are related students, clinical educators and the physiotherapy curriculum. Conclusion The findings of this study are useful to clinical educators, students and academic leaders in physiotherapy as it provides an insight into the factors that affect the effectiveness of clinical education and recommends evidence-based educational strategies to overcome those factors.

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Section: Discussionmentioning

confidence: 99%

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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“…Clinical educators have used several strategies to promote students learning. It is recommended that they make thinking visible to students by scaffolding ideas (32,33). Several studies have found re ective practice as a useful measure to manage anxieties, build con dence and promote life-long learning (8,34,35).…”

Section: Discussionmentioning

confidence: 99%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

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“…Finally, we provide strategies to assist faculty, clinically and didactically, in enhancing clinical reasoning and critical thinking in their students, as this is a vital component of professional preparation programs. 4,5…”

Section: Objectivementioning

confidence: 99%

“…5 A similar approach to reasoning, termed dual process theory, is used by physicians and is described in the medical literature. 4,30 Consider again the situation of an athlete with an unknown injury entering the athletic training room. The athletic trainer confronting this new situation must begin the evaluation process.…”

Section: Developing Clinical Reasoning and Critical Thinkingmentioning

confidence: 99%

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Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

Barrett

Denegar

Mazerolle

2018

Athletic Training Education Journal

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Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

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Educational Strategies for Improving Clinical Reasoning

Cited by 68 publications

References 38 publications

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

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