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Examen de las relaciones entre el entorno clínico de aprendizaje y el razonamiento clínico en la educación de
Sidney M Stoddard1, Lori Kupczynski1, Crissie M Jameson1
1College of Health Sciences, University of St. Augustine for Health Sciences, St. Augustine, FL, USA.
Journal of clinical education in physical therapy
|December 17, 2025
Resumen
Este estudio no encontró relaciones significativas entre los factores en los entornos clínicos de aprendizaje de fisioterapia y la autoeficacia de los estudiantes del Doctorado en Fisioterapia en el razonamiento clínico. Se necesita más investigación para identificar los factores que influyen en el desarrollo del razonamiento clínico.
Área de la Ciencia:
- Educación en Fisioterapia
- Desarrollo del Razonamiento Clínico
- Formación de Profesionales de la Salud
Sus antecedentes:
- Los fisioterapeutas recién graduados requieren sólidas habilidades de razonamiento clínico.
- Los programas de Doctorado en Fisioterapia (DPT) deben cultivar el razonamiento clínico a través de la educación.
- Existe una investigación limitada sobre los factores que influyen en los entornos de aprendizaje clínico (CLE) de fisioterapia.
Objetivo del estudio:
- Investigar la asociación entre los factores percibidos dentro del CLE de fisioterapia y la autoeficacia de los estudiantes de DPT en el razonamiento clínico.
- Explorar cómo la personalización, la participación del estudiante, la orientación a la tarea, la innovación y la satisfacción del estudiante en el CLE se relacionan con la autoeficacia del razonamiento clínico.
Principales métodos:
- Un estudio cuantitativo, exploratorio y correlacional encuestó a 45 estudiantes de DPT de último año.
- Los participantes completaron la Escala de Autoeficacia en Fisioterapia y el Inventario del Entorno de Aprendizaje Clínico-19 (CLEI-19).
- Se utilizaron estadísticas inferenciales y descriptivas para analizar las relaciones entre los factores del CLE y la autoeficacia del razonamiento clínico.
Principales resultados:
- Se encontraron relaciones débiles, positivas pero estadísticamente no significativas entre la autoeficacia en el razonamiento clínico y la personalización percibida (r=0.21, P=0.163).
- Del mismo modo, se observaron relaciones no significativas para la participación del estudiante (r=0.14, P=0.375), la orientación a la tarea (r=0.03, P=0.867), la innovación (r=0.16, P=0.286) y la satisfacción del estudiante (r=0.28, P=0.064).
Conclusiones:
- Los factores actuales dentro del CLE de fisioterapia, según lo percibido por los estudiantes, no se correlacionan significativamente con su autoeficacia en el razonamiento clínico.
- Los hallazgos sugieren la necesidad de que los programas de DPT exploren e identifiquen factores específicos del CLE que fomenten eficazmente el razonamiento clínico.
- Este estudio proporciona una base para la investigación futura en la optimización de los entornos de aprendizaje clínico de fisioterapia para mejorar las habilidades de razonamiento clínico.
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