Pedersen G.K.1, Block M.1, Broberg S.2, Buch Andersen G.3, Linde N.1, Quvang M.4, Præstegaard J.5
1Metropolitan University College, Deparment of Physiotherapy, Copenhagen, Denmark, 2Metropolitan University College, Clinical teacher PTU Hospital, Copenhagen, Denmark, 3Metropolitan University College, Clinical Teacher Glostrup Hospital, Copenhagen, Denmark, 4Herlev Hospital, Copenhagen, Denmark, 5University College Zealand, Roskilde, Denmark
Background: The background for the development og the Clinical reasoning in physioterapy model, was considerable frustration among students and teachers of different models of reasoning and assessment.
A wish to develop one consented and generally applicable model and frame of understanding to optimize focus on depth of clinical reasoning.
The model expresses a common frame of reference for the clinical process of examination, reasoning and diagnosis as well as the process of intervention and evaluation in physiotherapy.
A wish to develop one consented and generally applicable model and frame of understanding to optimize focus on depth of clinical reasoning.
The model expresses a common frame of reference for the clinical process of examination, reasoning and diagnosis as well as the process of intervention and evaluation in physiotherapy.
Purpose: The Model of Clinical Reasoning in Physiotherapy is a pedagogical tool for promoting awareness of one's own reflections. The model expresses the circular process of reasoning which is constantly under the influence of many factors in any physiotherapy context. Normally the model is followed by a process recording form / the Manual of Clinical Reasoning in Physiotherapy which has a linear construction due to the technical difficulties of constructing and capturing in writing a complicated circular process.The objective is for the physiotherapy students to develop and deepen their actual clinical reasoning, with the use of The Model of Clinical Reasoning in Physiotherapy, throughout the course of their education so that they will have a solid and conscious foundation for their professional physiotherapy career.
Methods: The methods that are used in this project is a source of triangulation between the theoretical teachers´models and the clinical teachers´ model. A group consistent of two theoretical teachers and two clinical teachers developed one consented and generally applicable model.
Results: This Model of Clinical Reasoning in Physiotherapy is the result of a joint developmental project involving physiotherapy lecturers and clinical teachers and it is used in the theoretical and clinical courses at the Faculty of Physiotherapy, University College Metropolitan, Copenhagen, Denmark.
Since 2004 the model of clinical reasoning and the manual of reflection has been discussed among students and teachers as an ongoing process. It has been used and evaluated and thereafter revised four times.
Conclusion(s): A common base of reasoning enables the students of Physiotherapy to reach a higher degree of professionalism in their education. The model and manual has been integrated in several clinical settings in Denmark, where the skilled physios use focus on their own reasoning.
Implications: The Model of clinical reasoning and The Manual of reflection have been integrated in the whole Physiotherapy Education Copenhagen and in several others colleges of Physiotherapy. The manual of reflection has been translated into English and has been in demand in USA. Our future perspective is to evaluate the model, both among students in the early stages of their education as well as those in the later stages, in light of how they comprehend and apply the model, and if the model would benefit from revision.
Funding acknowledgements: None
Topic: Education: methods of teaching & learning
Ethics approval: Ethics approval vas not required to this project.
All authors, affiliations and abstracts have been published as submitted.
