整合运动和临床推理:教学和学习的视角
Susan Wainwright1,2,3,4,5, Lisa Black1,2,3,4,5, Nicole Christensen1,2,3,4,5
1Susan Wainwright is the professor at the College of Rehabilitation Sciences, Department of Physical Therapy, Thomas Jefferson University, 901 Walnut Street, Room 601 D, Philadelphia, PA 19130 (Susan.wainwright@jefferson.edu). Please address all correspondence to Susan Wainwright.
Journal, physical therapy education
|January 22, 2026
概括
物理治疗师的物理治疗师
科学领域:
- 物理疗法物理治疗
- 临床推理 临床推理
- 嵌入式认知体现的认知
背景情况:
- 物理治疗中的当前临床推理模型侧重于认知,忽视运动和患者治疗师相互作用.
- 需要框架来承认临床实践中的感官丰富,双向交换.
- 现有的教育方法需要加强,以培养体现的临床推理技能.
研究的目的:
- 提出物理治疗中临床推理的新概念化.
- 突出实践中体现,适应和协作方面的重要性.
- 建议教育策略来发展这些技能.
主要方法:
- 文学综述和当代临床推理框架的综合.
- 复杂性学习理论和格罗斯曼的教学实践的应用.
- 对体现临床推理的教育框架的概念开发.
主要成果:
- 从纯粹的认知模型向临床推理的体现,多感官和协作观点的转变.
- 确定关键元素:体现,适应,代和协作.
- 提出了一个新的教育框架,将运动和复杂的推理结合起来.
结论:
- 物理治疗师的实践最好通过体现,适应,代和协作镜头来理解.
- 新的教育方法对于培养体现的临床推理至关重要.
- 复杂性学习理论和实践教学方法为物理治疗教育中的动态,非线性学习提供了基础.
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