Evaluating a novel clinical reasoning tool for physical therapy students: A pilot study

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2024-11-06 DOI:10.1111/tct.13843

Mallory A. Kargela, Linda J. Woodhouse, Steven J. Durning, Gail M. Jensen

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引用次数: 0

Abstract

Background

This paper explores the use of the Anticipate-Plan-Pause Clinical Reasoning (APP CR) Tool to enhance clinical reasoning (CR) in Doctor of Physical Therapy (DPT) students. Current pedagogical methods often inadequately integrate CR abilities in a manner that is both engaging and effective.

Approach

Drawing on several theoretical frameworks, the APP CR Tool was integrated into an interactive module for DPT students, aiming to improve CR abilities while reducing cognitive load and stress during high-stakes simulations. A randomised controlled trial was conducted with nine DPT students, divided into a control group (n = 5) and an intervention group (n = 4). Both groups used an interactive module with case-based scenarios, but only the intervention group used the APP CR Tool.

Evaluation

Improvements in CR abilities and reduced stress and cognitive load were observed in both groups. However, statistical analysis revealed no significant differences between the groups. Despite this, a trend toward greater improvements in CR abilities was noted in the intervention group (p = 0.084). Further research is needed to validate these findings and refine the tool.

Implications

The APP CR Tool shows potential for enhancing CR in DPT students, although its current application may require refinement to achieve statistically significant results. Educators should consider iterative improvements to the tool and its curriculum integration to better support CR development.

查看原文本刊更多论文

评估针对物理治疗专业学生的新型临床推理工具：试点研究。

背景：本文探讨了如何使用 "预期-计划-暂停临床推理（APP CR）工具 "来提高物理治疗博士（DPT）学生的临床推理能力（CR）。目前的教学方法往往不能以一种既吸引人又有效的方式整合临床推理能力：方法：借鉴多个理论框架，将 APP CR 工具整合到针对 DPT 学生的互动模块中，旨在提高 CR 能力，同时减轻高风险模拟过程中的认知负荷和压力。随机对照试验由 9 名 DPT 学生参加，分为对照组（5 人）和干预组（4 人）。两组都使用了基于案例情景的互动模块，但只有干预组使用了 APP CR 工具：两组的 CR 能力均有所提高，压力和认知负荷均有所减轻。然而，统计分析显示，两组之间没有明显差异。尽管如此，干预组的 CR 能力有更大改善的趋势（p = 0.084）。还需要进一步的研究来验证这些发现并完善该工具：APP CR 工具显示了提高 DPT 学生 CR 能力的潜力，尽管其目前的应用可能需要改进才能取得具有统计学意义的结果。教育工作者应考虑反复改进该工具及其课程整合，以更好地支持 CR 发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.