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Students’ clinical reasoning focused on client behaviour change assessed with the web-based Reasoning 4 Change instrument.
Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. (BEME)ORCID iD: 0000-0001-5356-916X
2019 (English)In: AMEE2019, 24-28 Aug, Vienna, Austria. / [ed] International Association for Medical Education, 2019, p. 883-883Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background;

With the recognition of the impact of lifestyle-related behaviours on health and illness there is a need to advance the clinical reasoning of health professionals in general and physiotherapy students in specific. Enabling such advancements requires robust assessments and knowledge regarding factors associated with physiotherapy students’ clinical reasoning outcomes. The aim of this project was to develop a web-based clinical reasoning instrument to assess physiotherapy students’ clinical reasoning and investigate individual- and curriculum level predictors of their clinical reasoning outcomes.

 

Summary of work;

A new clinical reasoning instrument was developed based on theory, evidence and expert opinions. Reliability and validity of the instrument were evaluated including physiotherapy students and physiotherapists. 151 physiotherapy students in their final semester at the eight entry-level programmes in Sweden responded the instrument and data were analysed with multiple regression analysis.

 

Summary of results;

The web-based instrument, named Reasoning 4 Change (R4C), comprise four domains related to 1) physiotherapists’ capabilities, skills, attitudes and beliefs 2) history-taking and examination, 3) analysis and 4) treatment strategies to support behaviour change. The instrument is built up of several case scenarios and incorporates a holistic, client-centred and behavioural focused clinical reasoning process. The instrument demonstrated satisfactory reliability and validity. Cognitions, attitudes and curricula content were significantly associated with students’ clinical reasoning outcomes in the end of their education.  

 

Discussion and Conclusions; The R4C instrument fills a gap in education and can support investigations and evaluations of students’ clinical reasoning focused on clients’ behaviour change. To develop students’ clinical reasoning competence, cognitive, metacognitive capabilities and skills, positive attitudes, and behavioural medicine content in curricula need to be targeted.

 

Take-home Messages: The web-based R4C instrument is ready to be used in physiotherapy education evaluation. With some modifications the instrument may be used in other health professional educations as well. To improve physiotherapy students’ clinical reasoning for the benefit of clients’ health-related behaviour change, education interventions should focus on developing students’ analytical and reflective capabilities and skills. Also, a learning environment that support positive attitudes towards the integration of biopsychosocial and behavioural considerations in clinical reasoning should be encouraged.

Place, publisher, year, edition, pages
2019. p. 883-883
Series
AMEE2019 abstract book
National Category
Physiotherapy
Research subject
Physiotherapy
Identifiers
URN: urn:nbn:se:mdh:diva-45953OAI: oai:DiVA.org:mdh-45953DiVA, id: diva2:1369224
Conference
AMEE2019
Available from: 2019-11-11 Created: 2019-11-11 Last updated: 2019-12-17Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

https://amee.org/getattachment/Conferences/AMEE-2019/AMEE-2019-Abstract-Book-v7.pdf

Authority records BETA

Elvén, Maria

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
  • html
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  • asciidoc
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