Connecting Classroom, Clinic, and Context

Clinical Reasoning Strategies for Clinical Instructors and Academic Faculty

Jennifer Furze, Lisa K. Kenyon, Gail Jensen

Research output: Contribution to journalArticle

1 Citation (Scopus)

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 languageEnglish
Pages (from-to)368-375
Number of pages8
JournalPediatric Physical Therapy
Volume27
Issue number4
DOIs
StatePublished - Sep 25 2015

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Physical Therapists
Teaching
Curriculum
Pediatrics
Students
Physical Education and Training
Aptitude
Learning

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 journalArticle

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