Abstract
Background: Clinical reasoning is an essential skill in pediatric physical therapist (PT) practice. As such, explicit instruction in clinical reasoning should be emphasized in PT education. Key Points: This article provides academic faculty and clinical instructors with an overview of strategies to develop and expand the clinical reasoning capacity of PT students within the scope of pediatric PT practice. Achieving a balance between deductive reasoning strategies that provide a framework for thinking and inductive reasoning strategies that emphasize patient factors and the context of the clinical situation is an important variable in educational pedagogy. Teaching Implications: Consideration should be given to implementing various teaching and learning approaches across the curriculum that reflect the developmental level of the student(s). Deductive strategies may be helpful early in the curriculum, whereas inductive strategies are often advantageous after patient interactions; however, exposure to both is necessary to fully develop the learner's clinical reasoning abilities. Video Abstract: For more insights from the authors.
| Original language | English |
|---|---|
| Pages (from-to) | 368-375 |
| Number of pages | 8 |
| Journal | Pediatric Physical Therapy |
| Volume | 27 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 25 2015 |
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All Science Journal Classification (ASJC) codes
- Physical Therapy, Sports Therapy and Rehabilitation
- Pediatrics, Perinatology, and Child Health
Cite this
Connecting Classroom, Clinic, and Context : Clinical Reasoning Strategies for Clinical Instructors and Academic Faculty. / Furze, Jennifer; Kenyon, Lisa K.; Jensen, Gail.
In: Pediatric Physical Therapy, Vol. 27, No. 4, 25.09.2015, p. 368-375.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Connecting Classroom, Clinic, and Context
T2 - Clinical Reasoning Strategies for Clinical Instructors and Academic Faculty
AU - Furze, Jennifer
AU - Kenyon, Lisa K.
AU - Jensen, Gail
PY - 2015/9/25
Y1 - 2015/9/25
N2 - Background: Clinical reasoning is an essential skill in pediatric physical therapist (PT) practice. As such, explicit instruction in clinical reasoning should be emphasized in PT education. Key Points: This article provides academic faculty and clinical instructors with an overview of strategies to develop and expand the clinical reasoning capacity of PT students within the scope of pediatric PT practice. Achieving a balance between deductive reasoning strategies that provide a framework for thinking and inductive reasoning strategies that emphasize patient factors and the context of the clinical situation is an important variable in educational pedagogy. Teaching Implications: Consideration should be given to implementing various teaching and learning approaches across the curriculum that reflect the developmental level of the student(s). Deductive strategies may be helpful early in the curriculum, whereas inductive strategies are often advantageous after patient interactions; however, exposure to both is necessary to fully develop the learner's clinical reasoning abilities. Video Abstract: For more insights from the authors.
AB - Background: Clinical reasoning is an essential skill in pediatric physical therapist (PT) practice. As such, explicit instruction in clinical reasoning should be emphasized in PT education. Key Points: This article provides academic faculty and clinical instructors with an overview of strategies to develop and expand the clinical reasoning capacity of PT students within the scope of pediatric PT practice. Achieving a balance between deductive reasoning strategies that provide a framework for thinking and inductive reasoning strategies that emphasize patient factors and the context of the clinical situation is an important variable in educational pedagogy. Teaching Implications: Consideration should be given to implementing various teaching and learning approaches across the curriculum that reflect the developmental level of the student(s). Deductive strategies may be helpful early in the curriculum, whereas inductive strategies are often advantageous after patient interactions; however, exposure to both is necessary to fully develop the learner's clinical reasoning abilities. Video Abstract: For more insights from the authors.
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U2 - 10.1097/PEP.0000000000000185
DO - 10.1097/PEP.0000000000000185
M3 - Article
C2 - 26397080
AN - SCOPUS:84942415413
VL - 27
SP - 368
EP - 375
JO - Pediatric Physical Therapy
JF - Pediatric Physical Therapy
SN - 0898-5669
IS - 4
ER -