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Brad Warren Willis 1 Article
Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States  
Brad Warren Willis, Anita Sethi Campbell, Stephen Paul Sayers, Kyle Gibson
J Educ Eval Health Prof. 2018;15:30.   Published online December 25, 2018
DOI: https://doi.org/10.3352/jeehp.2018.15.30
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AbstractAbstract PDFSupplementary Material
Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.

Citations

Citations to this article as recorded by  
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    Elaine McGivern, Allison Mandrusiak, Ann Rahmann, Roma Forbes
    Physiotherapy Theory and Practice.2024; : 1.     CrossRef
  • Satisfaction level and correlation between performance and self-evaluation of physical therapy students in an objective structured clinical examination (OSCE) designed to assess clinical reasoning
    Paola Figueroa-González, Nicole Figueroa-Arce, Luis Gómez-Miranda, Ruvistay Gutiérrez-Arias, Viviana Contreras-Pizarro
    Revista de la Facultad de Medicina.2024; 71(4): e107397.     CrossRef
  • What is complexity of hospital-based physiotherapy from the perspective of physiotherapists themselves? A grounded theory study
    Lieven de Zwart, Niek Koenders, Rudi Steenbruggen, Ria Nijhuis-van der Sanden, Thomas J Hoogeboom
    BMJ Open.2023; 13(4): e069368.     CrossRef
  • What methods are being used to teach clinical reasoning in physical therapy education and are they effective? A systematic review of literature
    Melissa Cencetti, Laurie Brogan, Anthony F. Carusotto, Kristen Karnish
    Physiotherapy Quarterly.2023; 31(3): 20.     CrossRef
  • Renovación metodológica y evaluación como plataforma para el desarrollo de competencias de razonamiento profesional
    Máximo Escobar Cabello, Iván Sanchez Soto
    Investigación en Educación Médica.2020; 9(34): 76.     CrossRef

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