Wing Fu, Tobi F Baldwin, Jacklyn H Brechter, Mark R Erickson, Kara Kobal, Vicki LaFay, Teresa M Miller, Jaclyn Morales
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引用次数: 0
Abstract
Objective: The objective of this systematic review was to investigate the effects of educational interventions designed to develop physical therapist learners' clinical reasoning across the full continuum of professional development.
Data sources: A systematic search was conducted of 6 databases, the entire Journal of Physical Therapy Education collection, and the reference lists of included articles through March 2022.
Study selection: English-language primary relevant research studies of all research designs were included while grey literature was excluded.
Data extraction and synthesis: Two reviewers independently extracted data from and determined risk of bias of each of the 40 included studies. Disagreements were resolved by consensus or use of a third reviewer. A narrative synthesis summarized and explained the quantitative data. Meta-analysis was not possible due to data heterogeneity. Qualitative data were synthesized using thematic analysis.
Main outcome(s) and measure(s): Main outcomes were effects of the educational interventions per the Kirkpatrick model.
Results: Forty articles met the inclusion criteria. Twenty-two of the 33 studies with quantitative data involving student or practicing physical therapists reported statistically significant positive outcomes. Three major themes emerged from thematic analysis of 23 studies: perceived educational gain, valued elements of educational interventions, and identified challenges to learning.
Conclusions and relevance: Educational interventions that appeared to have a positive impact on learning outcomes were identified. However, the available research lacks rigor for the authors to develop evidence-based guidelines to support the development of clinical reasoning in physical therapist learners. Given the importance of clinical reasoning, high quality studies are warranted. This comprehensive systematic review appeared to be the first one in the profession to have investigated the effects of educational interventions designed to develop learners' clinical reasoning across the entire professional development. Educators and researchers may benefit from the findings to develop educational interventions and future studies.
目的：本系统综述的目的是调查旨在培养物理治疗师学习者临床推理能力的教育干预在整个专业发展过程中的效果。数据来源：系统检索了截至2022年3月的6个数据库、《物理治疗教育杂志》（Journal of Physical Therapy Education）全集以及纳入文章的参考文献列表。研究选择：纳入所有研究设计的英语初级相关研究，排除灰色文献。数据提取和综合：两名审稿人独立地从40项纳入的研究中提取数据并确定偏倚风险。分歧通过协商一致或使用第三方审稿人来解决。叙述性综合总结和解释了定量数据。由于数据异质性，无法进行meta分析。采用专题分析对定性数据进行综合。主要结果和测量方法：主要结果是根据Kirkpatrick模型的教育干预的效果。结果：40篇文章符合纳入标准。在33项涉及学生或执业理疗师的定量数据研究中，有22项报告了统计上显著的积极结果。从23项研究的专题分析中产生了三个主要主题：感知教育收益、教育干预的重要因素和确定的学习挑战。结论和相关性：确定了似乎对学习结果有积极影响的教育干预。然而，现有的研究缺乏严谨的作者制定循证指南，以支持临床推理在物理治疗师学习者的发展。鉴于临床推理的重要性，高质量的研究是必要的。这项全面的系统综述似乎是该专业首次调查了旨在培养学习者临床推理能力的教育干预在整个专业发展中的影响。教育工作者和研究人员可能会从这些发现中受益，从而开发教育干预措施和未来的研究。
期刊介绍：
Physical Therapy (PTJ) engages and inspires an international readership on topics related to physical therapy. As the leading international journal for research in physical therapy and related fields, PTJ publishes innovative and highly relevant content for both clinicians and scientists and uses a variety of interactive approaches to communicate that content, with the expressed purpose of improving patient care. PTJ"s circulation in 2008 is more than 72,000. Its 2007 impact factor was 2.152. The mean time from submission to first decision is 58 days. Time from acceptance to publication online is less than or equal to 3 months and from acceptance to publication in print is less than or equal to 5 months.
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