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| Research article summary (published 25 Mar 2009): |
Clinical reasoning in musculoskeletal practice: students' conceptualizations.
Full Abstract
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.
Author information
Author/s: Hendrick, Paul (P); Bond, Carol (C); Duncan, Elizabeth (E); Hale, Leigh (L);
Affiliation: Centre for Physiotherapy Research, School of Physiotherapy, University of Otago, PO Box 56, Dunedin, New Zealand. paul.hendrick(-atsign-)otago.ac.nz
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't
Journal: Physical therapy (Phys Ther), published in United States. (Language: eng)
Reference: 2009-May; vol 89 (issue 5) : pp 430-42
Dates: Created 2009/05/04; Completed 2009/05/14;
PMID: 19329773, status: MEDLINE (last retrieval date: 5/14/2009, IMS Date: 14 May 2009 00:00:00)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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