Clinical reasoning in musculoskeletal practice: students' conceptualizations.
BACKGROUND: Qualitative research on physical therapist students' conceptualizations of clinical reasoning (CR) is sparse. OBJECTIVES: The purpose of this study was to explore CR from students' perspectives. DESIGN: For this study, a qualitative, cross-sectional design was used. METHODS: Thirty-one s...
| Publicado en: | Physical Therapy Vol. 89; no. 5; pp. 430 - 443 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
May2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105525533&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105525533 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00319023 PTH jtl: Physical Therapy issn: 00319023 maglogo: N pubinfo: dt: May2009 vid: 89 iid: 5 pid: 10398 pub: Oxford University Press / USA artinfo: ui: 105525533 2010276269 10.2522/ptj.20080150 NLM19329773 105525533 ppf: 430 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Clinical reasoning in musculoskeletal practice: students' conceptualizations. aug: au: Hendrick P Bond C Duncan E Hale L affil: Centre for Physiotherapy Research, School of Physiotherapy, University of Otago, PO Box 56, Dunedin, New Zealand. paul.hendrick@otago.ac.nz sug: subj: Critical Thinking Education, Competency-Based Knowledge Students, Physical Therapy Clinical Competence Cross Sectional Studies Curriculum Education, Physical Therapy New Zealand Funding Source Interview Guides New Zealand Problem-Based Learning Qualitative Studies Questionnaires Random Sample Human ab: BACKGROUND: Qualitative research on physical therapist students' conceptualizations of clinical reasoning (CR) is sparse. OBJECTIVES: The purpose of this study was to explore CR from students' perspectives. DESIGN: For this study, a qualitative, cross-sectional design was used. METHODS: Thirty-one students were randomly selected from years 2, 3, and 4 of an undergraduate physical therapist program in New Zealand. Students were interviewed about their understanding of CR and how they used it in practice in a recent musculoskeletal placement. Interviews were recorded and transcribed verbatim. A 3-stage analysis included the categorization of students' conceptualizations on the basis of the meaning and the structure of each experience and the identification of cross-category themes. RESULTS: Five qualitatively different categories were identified: A--applying knowledge and experience to the problem, patient, or situation; B--analyzing and reanalyzing to deduce the problem and treatment; C--rationalizing or justifying what and why; D-combining knowledge to reach a conclusion; and E--problem solving and pattern building. Cross-category analysis revealed 5 general themes: forms of CR, spatiotemporal aspects, the degree of focus on the patient, attributions of confidence, and the role of clinical experience. CONCLUSIONS: Categories formed a continuum of CR from less to more sophistication and complexity. Students were distributed evenly across categories, except for category E, which included only students from years 3 and 4. Each category comprised a logical, coherent experiential field. The general themes as critical dimensions suggest a new way of exploring CR and suggest a possible pathway of development, but further research is required. These findings have implications for teaching and the development of physical therapy curricula. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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