The aim was to assess the learning outcomes and self-efficacy of third-year physiotherapy students enrolled in a clinical reasoning programme at the University of Chile. Furthermore, students' perceptions of the teaching and learning process of clinical reasoning in three key areas: musculoskeletal, neurological, and respiratory care were explored.
A mixed-method research with a sequential exploratory design was conducted. In the first phase, a cross-sectional descriptive and inferential quantitative analysis was performed using SPSS v24. In the second phase, a qualitative analysis was done using a pragmatic phenomenological approach. A focus group discussion with 11 students was undertaken to explore their perceptions of clinical reasoning and to identify key themes. Participants were selected through purposive sampling criteria to ensure maximum variability. NVivo 12pro was used for qualitative content analysis. The research met the criteria of credibility, trustworthiness, confirmability, transferability, authenticity, and triangulation. Informed consent was obtained from all participants,
A total of 35 students (19 females and 16 males) completed the programme and participated in a comprehensive self-efficacy survey. 22 learning outcomes were assessed, with a mean score of 3.87 (SD 0.55) on a 5-point Likert scale. The mean self-efficacy scores for musculoskeletal, neurological and respiratory care areas were 3.09 (SD 0.52), 3.30 (SD 0.42), and 3.33 (SD 0.48), respectively. A positive correlation was observed between academic performance and self-efficacy (r = 0.423, p = 0.11).Four key themes emerged from the focus group discussion, providing deeper insight into the clinical reasoning process: (1) Perception of the teaching-learning process, (2) Application of clinical reasoning across different areas, (3) Impact on future clinical performance, and (4) Implications for professional development.
The research revealed that students demonstrated high levels of self-efficacy and achievement of learning outcomes, and they rated the teaching-learning process of clinical reasoning and its applicability favourably. Further integration of teaching strategies and more opportunities for clinical practice are needed. Continuous feedback was identified as essential for developing clinical reasoning, and differences between disciplines highlighted the need to adapt teaching strategies to specific clinical contexts. Students’ development of greater autonomy in decision-making was emphasized to prepare them for professional practice.
The results highlight the value of developing competencies that promote the development of clinical reasoning. It is essential to reinforce the integration of theory and practice, especially where students reported lower self-efficacy. Teaching strategies should be adapted to the specific demands of each discipline. In addition, it is recommended that more opportunities for simulations and supervised clinical experiences be provided so that students can apply clinical reasoning in controlled settings before moving on to real-life situations. This approach will support the development of autonomous healthcare professionals.
self-efficacy
education
