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Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students
Department of Medicine, Health and Caring Sciences, Medical Education, Linköping University, Linköping, SE, Sweden.
Department of Medicine, Health and Caring Sciences, Division of Physiotherapy Linköping University, Linköping, SE, Sweden.
Department of Medicine, Health and Caring Sciences, Division of Physiotherapy Linköping University, Linköping, SE, Sweden.
Örebro universitet, Institutionen för hälsovetenskaper.ORCID-id: 0000-0002-1110-0782
2022 (Engelska)Ingår i: Physiotherapy Theory and Practice, ISSN 0959-3985, E-ISSN 1532-5040, Vol. 38, nr 13, s. 2817-2826Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

INTRODUCTION: Entry-level students' conceptualizations of clinical reasoning can provide a starting point for program planning related to clinical reasoning development with a focus on patient-centered care.

OBJECTIVE: The aim of the study is to explore how physiotherapy students understand clinical reasoning midway through their education. Nine physiotherapy students were interviewed at the end of their third semester.

METHODS: Semi-structured individual interviews were conducted, recorded and transcribed verbatim. A phenomenographic approach to qualitative data analysis, seeking to explore variations in students' conceptions was applied.

RESULTS: The students' ways of understanding clinical reasoning could be described as: 1) the cognitive process of the physiotherapist; and 2) the relational process of the collaborative partnership between the physiotherapist and the patient. A contrastive analysis shows how the cognitive and relational perspectives are developed through the relationships among three dimensions of clinical reasoning: 1) problem-solving; 2) context of working; and 3) own learning.

CONCLUSION: By identifying the critical variation in students' conceptions of clinical reasoning, focus can be placed on pedagogical arrangements to facilitate students' progression toward a person-centered approach.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2022. Vol. 38, nr 13, s. 2817-2826
Nyckelord [en]
Clinical reasoning, education, learning, phenomenography, students
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URN: urn:nbn:se:oru:diva-94569DOI: 10.1080/09593985.2021.1976332ISI: 000698223400001PubMedID: 34544323Scopus ID: 2-s2.0-85115229877OAI: oai:DiVA.org:oru-94569DiVA, id: diva2:1597382
Tillgänglig från: 2021-09-27 Skapad: 2021-09-27 Senast uppdaterad: 2022-11-21Bibliografiskt granskad

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