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Updated: Feb 10, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Clinical narratives in residency education: Exploration of the learning process
Jennifer A Furze1, Bruce H Greenfield2, J Bradley Barr1
1Department of Physical Therapy, Creighton University, School of Pharmacy and Health Professions, Omaha, NE, USA.
Abstract:
: Post-professional residency educational programs aim to advance the knowledge and skills of therapists in a clinical specialty area, however, little is known about the process, outcomes, or effectiveness of residency education. : The purpose of this study was to use narrative as a teaching and learning tool to gain insight into the progressive development of the residents' learning process. : Qualitative methods including a retrospective analysis of residents' narratives were used to explore the professional development and thought process of residents. : Six physical therapy residents wrote reflective narratives across 4 time placements during their one-year residency. Qualitative content analysis was used to analyze the data for types of reflection across time frames and to construct themes based on meaning statements. : Four main themes evolved from the residents' clinical narratives: 1) developing clinical reasoning skills; 2) developing professional formation and identity; 3) moral agency; and 4) emerging characteristics of expertise : In this study, clinical narratives served as a pedagogical tool to enhance aspects of clinical expertise. The utilization of clinical narrative may be used as one tool to help to create reflective practitioners with improved skills foundational to clinical practice.
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