Strategies to increase clinical reasoning and critical thinking in phystioherapy education

Keiller, Lianne; Hanekom, Susan

doi:10.4102/sajp.v70i1.258

Cited by 3 publications

(6 citation statements)

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“…This investigation measured changes in the self-reported CR of 42 student PTs completing an ICE and concurrent PBL program during their third and final year of didactic training. Improvements in the overall SACRR score, as well as the item-level analyses, are consistent with previous investigations [5,6,8,9], although prior scholars have often examined only 1 of the 2 curricular components. Future investigations are recommended to examine educational strategies to increase students’ self-reported use of theoretical frameworks and to improve their ability to cope with uncertainty.…”

supporting

confidence: 88%

“…Although assessments of the impact of PBL have varied, improved examination scores, social and cognitive domain performance, and self-reported CR have been noted, primarily in studies in the medicine, pharmacy, dental, nursing, and occupational therapy literature [7]. Unfortunately, longitudinal assessments of CR in physical therapy education are limited [3], particularly those examining the implementation of ICE with concurrent PBL during the final year of didactic training [8]. Consequently, the purpose of this investigation was to examine whether ICE with concurrent PBL was associated with increased self-reported CR in third-year student physical therapists (PTs).…”

mentioning

confidence: 99%

“…The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey, with 26 items rated on a 5-point Likert scale, ranging from 5 (strongly agree) to 1 (strongly disagree), is a reliable and valid tool for examining students’ self-reported perceptions of CR development across multiple curricular designs in allied health training, including physical therapy [5,6,8,9]. The SACRR was reported to have an internal consistency of 0.87 pretest and 0.92 posttest using the Cronbach alpha, with a moderate Spearman rank-order correlation coefficient for test-retest reliability at 0.60 [9].…”

mentioning

confidence: 99%

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Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States

Willis¹,

Campbell

Sayers

et al. 2018

J Educ Eval Health Prof

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Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.

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confidence: 99%

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confidence: 99%

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Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States

Willis¹,

Campbell

Sayers

et al. 2018

J Educ Eval Health Prof

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“…In the South African context, clinical supervisors are employed by the university to facilitate this learning and critical thinking, as well as to teach and evaluate the clinical performance of students. Keiller and Hanekom (2013) explain that critical thinking is:…”

Section: Introductionmentioning

confidence: 99%

Clarifying the role of clinical supervisors according to physiotherapists at a higher education institution

Voges

Frantz

2019

South African Journal of Physiotherapy

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Background The roles of doctors and nurses in clinical supervision and clinical education are well defined. The role of the physiotherapist in clinical education has not been clearly defined. Objectives The aim of this study was to define and clarify the views and experiences of physiotherapy clinical supervisors regarding clinical education and their role in contributing to student learning. Methods This qualitative exploratory study targeted 17 physiotherapy clinical supervisors, employed in a physiotherapy department, at a local university in the Western Cape. Twelve of the 17 participants agreed to participate in the study. Data were collected by means of in-depth audio-taped interviews, at a time convenient for the participants. Each transcript was read individually by the first author and notes made in the margins to highlight interesting concepts that emerged. The different types of concepts were listed and categorised, while common categories were grouped into themes. Results Based on the results, the clinicians’ role is viewed as a valuable asset in clinical education, embodying the role of an educator, mentor, role model and communicator. Clinical supervisors discussed their roles in terms of understanding the importance of clinical supervision, providing guidance within a clinical setting, role modelling and professionalism. Although clinical supervisors play a significant role, they experienced a few challenges including role clarification and students’ lack of knowledge. Conclusion This study highlights that clinical supervisors and clinicians fulfil significant roles in assisting students to integrate theoretical and clinical knowledge. Clinical implications Understanding the expectations of clinical supervisors in supporting clinical education is important for higher education institutions and the clinical sector.

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“…Clinical reasoning (CR) is considered a cognitive process whereby physiotherapists collect and assess patient data, then adequately allocate the diagnosis and develop a proper plan of treatment [1]. The CR process requires critical thinking [2] as well as intuition and knowledge [3] to evaluate complicated information which assists in the selection of a suitable method for effectively solving a problem and making an appropriate decision [4].…”

Section: Introductionmentioning

confidence: 99%

Teaching Clinical Reasoning to Physiotherapists Insaudi Arabia:A Theoretical Report

Alshehri

2017

International Journal of Physiotherapy

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Background: Clinical reasoning (CR) is an essential skill that should be taught to all healthcare professionals. In physiotherapy, it is a cognitive process whereby physiotherapists collect and assess patient data to make a diagnosis and develop an effective treatment plan. Several teaching and learning theories have been developed and used in healthcare education. The purpose of teaching is to facilitate the learning process and the successful development of practitioners in the community. Learning is defined as a knowledge process that is developed through experience which is used to manage daily life situations. The aim of this report is to explore teaching and learning theories and strategies to teach clinical reasoning to physiotherapy students in Saudi Arabia.Discussion: Although it is challenging to completely change the teaching methods in Saudi universities due to the education system rules already in place, some modules in physiotherapy are different, as they are practical and based mainly in a clinical hospital setting. As such, certain teaching and learning theories could be employed to facilitate student teaching. Indeed, a mixed method based on several theories taking into consideration the context, culture, students' learning styles and the type of knowledge would be most appropriate. Conclusion:There is a debate about the best theory for teaching physiotherapy students. In the context of clinical reasoning, a behaviorism approach is not suitable, in contrast, constructivism is more appropriate, and thus, Saudi physiotherapy educators should consider constructivism strategies for teaching clinical reasoning.

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Strategies to increase clinical reasoning and critical thinking in phystioherapy education

Abstract: Physiotherapists require clinical reasoning and critical thinking skills in order to perform as effective, first-line practitioners.

Cited by 3 publications

References 0 publications

Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States

Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States

Clarifying the role of clinical supervisors according to physiotherapists at a higher education institution

Teaching Clinical Reasoning to Physiotherapists Insaudi Arabia:A Theoretical Report

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