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Mauri-Stecca M.V.1, Laport N.2, Feuereisen M.I.2, Leppe J.1, Roa Alcaino S.1, Merino-Osorio C.1, Besomi M.1, Sizer P.S.3
1Universidad del Desarrollo, School of Physical Therapy, Santiago, Chile, 2Universidad del Desarrollo, Institute for Interdisciplinary Innovation iCubo, Santiago, Chile, 3Texas Tech University Health Sciences Center, Center for Rehabilitation Research, School of Health Professions, Lubbock, United States
Background: Practicing physical therapists can exhibit adequate professional knowledge and clinical skills. However, there is an inconsistency amongst clinicians regarding their achieved level of clinical reasoning (CR). The inclusion of effective and innovative CR strategies requires collaboration from different disciplines.
Purpose: Better educational approaches are needed to facilitate CR teaching, assessment, and learning. An innovative methodology is discussed that includes end-users (patient, family member or other clinicians), within the relationship existing between the teaching problem (or uncertainty) and learning solution. The purpose of this innovative approach is to enhance the likelihood of learning effectiveness in physical therapy (PT) CR skill acquisition.
Methods: A 3-day course was conducted using a mixed teaching methodology that focused on problem-based learning, including theoretical-practical classes and small group discussions. Different strategies commonly used within the innovation scope were included to actively train CR principles. A specific challenge was defined at the beginning of each activity. Organization and synthesis of relevant information were encouraged throughout Day-1 using elevator pitch and speed-date types of exposure activities. All work was oriented to support or reject a hypothesis initially developed before execution. Day-2 was comprised of a jam problem solving - session that proposed solutions applied to the end-user, ethnographic research, ideation and construction of prototypes through teamwork experiences. Day-3 was comprised of a philosophy of science and physiotherapy activity aimed to improve insight into practice, along with a workshop on construction of a script test to engage evidence-based and patient-centered practices that were included as cognitive forcing strategies.
Results: The proposed methodology placed students as cornerstones for building knowledge by changing paradigms from simple skill generation (traditional education) to a new innovation mindset. This idea implies a different way to address problems and uncertainty that is not only implemented within the limits of a Masters Program but that is also extrapolated to the solution of any problems for those who have undergone such educational experiences.
Conclusion(s): The implementation of a teaching methodology that is innovative for CR development in physiotherapy created a breakpoint in students learning processes. These learners experience transitioned from a classic learning process to a submersion in working within specific CR contexts, including a dialogue with end-user regarding the importance of their CR in their professional engagement.
Implications: Clinical reasoning education is transitioning from the conventional focus on teaching and examining students for the single right answer to the inclusion of creating a knowledge framework that encourages thinking skill development. This transition additionally includes moving away from a solely tacit knowledge that is the automatic knowing about how to do something without reflection, to a model that includes more intentional, explicit content and experiences that rely on reflection and self-evaluation. While such new concepts and experiences must be clearly and slowly introduced into PT education, they provide the potential to the learners for reaching higher levels of cognitive analysis and problem solving, actively exposing them to seeking specific solutions that effect the end-user.
Funding acknowledgements: Not Applicable
Topic: Education: methods of teaching & learning
Ethics approval: Not Applicable; ethical approval was not required
All authors, affiliations and abstracts have been published as submitted.
