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Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students.

Madeleine Abrandt Dahlgren¹, Karin Valeskog², Kajsa Johansson²

¹Department of Medicine, Health and Caring Sciences, Medical Education, Linköping University, Linköping, SE, Sweden.

Physiotherapy Theory and Practice

|September 21, 2021

Summary

Physiotherapy students perceive clinical reasoning as both a cognitive and relational process. Understanding these conceptions aids in developing patient-centered care education.

Keywords:

Clinical reasoning education learning phenomenography students

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Published on: September 11, 2021

Area of Science:

Health Professions Education
Physiotherapy
Qualitative Research

Background:

Effective clinical reasoning is crucial for physiotherapy practice.
Understanding student conceptualizations informs curriculum development.
Focus on patient-centered care is a key educational goal.

Purpose of the Study:

To explore physiotherapy students' understanding of clinical reasoning.
To investigate student conceptions midway through their physiotherapy education.

Main Methods:

Qualitative study employing semi-structured individual interviews.
Nine physiotherapy students interviewed at the end of their third semester.
Phenomenographic approach used for data analysis to identify variations in conceptions.

Main Results:

Students conceptualize clinical reasoning as a cognitive process of the physiotherapist.
Students also view clinical reasoning as a relational process within the patient-therapist partnership.
Cognitive and relational perspectives are influenced by problem-solving, work context, and self-learning.

Conclusions:

Identifying variations in students' clinical reasoning conceptions is essential.
Pedagogical strategies can be tailored to foster a person-centered approach.
This research provides a foundation for enhancing clinical reasoning education in physiotherapy.