Teaching for thinking in clinical education: Making explicit the thinking involved in allied health clinical reasoning

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Author(s)
Delany, C.
Golding, C.
Bialocerkowski, A.
Griffith University Author(s)
Year published
2013
Metadata
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Abstract: Aim: This study had two main aims: to make explicit some of the thinking involved in allied health clinical reasoning and then to reframe this thinking so it is easier for clinical educators to teach and assess and for students to master. Background: Clinical reasoning is central to health professional practice. Therefore, there has been much research to identify the complex thinking process involved in clinical reasoning. There has been less examination, however, of effective approaches for teaching students how to access and adopt the thinking processes that have been identified. Methods: Our survey asked a ...
View more >Abstract: Aim: This study had two main aims: to make explicit some of the thinking involved in allied health clinical reasoning and then to reframe this thinking so it is easier for clinical educators to teach and assess and for students to master. Background: Clinical reasoning is central to health professional practice. Therefore, there has been much research to identify the complex thinking process involved in clinical reasoning. There has been less examination, however, of effective approaches for teaching students how to access and adopt the thinking processes that have been identified. Methods: Our survey asked a group of experienced allied practitioners to identify some of the questions they pose to themselves when thinking about a challenging patient scenario and then to reformulate those questions for students to use when engaging in similar clinical reasoning. We categorised their questions according to their fit with established processes of clinical reasoning. Results and conclusion: The questions identified by participants align with established processes of clinical reasoning. They can be used by clinical educators as scaffolds to enable students to think and reason like expert clinical practitioners and used by students to practice and eventually master clinical reasoning.
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View more >Abstract: Aim: This study had two main aims: to make explicit some of the thinking involved in allied health clinical reasoning and then to reframe this thinking so it is easier for clinical educators to teach and assess and for students to master. Background: Clinical reasoning is central to health professional practice. Therefore, there has been much research to identify the complex thinking process involved in clinical reasoning. There has been less examination, however, of effective approaches for teaching students how to access and adopt the thinking processes that have been identified. Methods: Our survey asked a group of experienced allied practitioners to identify some of the questions they pose to themselves when thinking about a challenging patient scenario and then to reformulate those questions for students to use when engaging in similar clinical reasoning. We categorised their questions according to their fit with established processes of clinical reasoning. Results and conclusion: The questions identified by participants align with established processes of clinical reasoning. They can be used by clinical educators as scaffolds to enable students to think and reason like expert clinical practitioners and used by students to practice and eventually master clinical reasoning.
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Journal Title
Focus on Health Professional Education
Volume
14
Issue
2
Publisher URI
Copyright Statement
© 2013 ANZAHPE. Published version of the paper reproduced here in accordance with the copyright policy of the publisher. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from ANZAHPE.
Subject
Physiotherapy
Other Medical and Health Sciences
Curriculum and Pedagogy
Specialist Studies in Education