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Updated: Jun 5, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

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Published on: February 16, 2011

Pedagogical tools to develop clinical reasoning: physical therapy students' perspective.

Suzanne R Babyar1, Susan Pivko, Elaine Rosen

  • 1Physical Therapy Program, Hunter College, 425 East 25th Street, New York, NY 10010, USA. sbabyar@hunter.cuny.edu

Journal of Allied Health
|December 22, 2010
PubMed
Summary

Physical therapy students prefer more pedagogical tools for clinical decision-making skills development than currently used. Learning experiences varied by subject matter, indicating a need for tailored academic and clinical instruction.

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

  • Physical Therapy Education
  • Clinical Reasoning Development
  • Medical Pedagogy

Background:

  • Developing clinical decision-making (CDM) ability is crucial for physical therapy (PT) students.
  • Understanding student perspectives on learning experiences is key to optimizing educational strategies.

Purpose of the Study:

  • To assess PT students' perspectives on their clinical decision-making ability development.
  • To compare actual learning experiences with student preferences.
  • To examine differences in academic learning experiences based on subject matter.

Main Methods:

  • An online survey was distributed to final clinical education PT students.
  • The survey included open-ended and forced-choice items on academic and clinical learning experiences.
  • Data analysis involved frequency analysis, chi-square tests, and correlations.

Main Results:

  • The response rate was 13% (91 students).
  • Students preferred greater use of pedagogical tools than their actual frequency of use.
  • Perceptions of clinical reasoning tools differed based on course content, with specific tools deemed essential for particular subjects.
  • Students desired more independence but also significant clinical instructor involvement during final clinical experiences.

Conclusions:

  • Current pedagogical tool usage in PT education does not align with student preferences for developing clinical decision-making skills.
  • Academic learning experiences and the utility of pedagogical tools are influenced by course content.
  • Educational programs should consider tailoring pedagogical approaches to specific subject matter and balancing student independence with instructor guidance.