Babyar Suzanne R, Rosen Elaine, Sliwinski Martha Macht, Krasilovsky Gary, Holland Thomas, Lipovac Milo
Physical Therapy Program, Hunter College, City University of New York, New York, New York 10010, USA.
J Allied Health. 2003 Winter;32(4):227-39.
Reports of student perceptions about the efficacy of educational tools used by academic and clinical instructors to facilitate clinical reasoning are limited. Physical therapist students' (PTSs') perceptions of tools for developing clinical reasoning and problem-solving skills were surveyed to determine the effectiveness of various teaching methods and to identify factors associated with clinical reasoning development. The purposes of this descriptive investigation were to determine (1) if factors, such as learning mode, life experience, and curriculum, influence PTS' perception of their clinical reasoning mastery; (2) the relative roles of academic and clinical instructors and the value of their pedagogic tools in assisting PTS with clinical reasoning development; and (3) how PTS rate their degree of mastery of clinical reasoning as they progress through training. A survey was mailed to 17 physical therapy schools in New York and 2 in New Jersey; 156 PTS near graduation responded, yielding a 22% response rate. The survey instrument had 6 open-ended and 19 multiple-choice questions. Frequency analysis showed (1) PTS' opinion about how they would teach clinical reasoning varied with their preferred learning mode, (2) prior life experiences were associated with clinical reasoning for some individuals, (3) academic and clinical instructors contribute to development of clinical reasoning, (4) the best pedagogic tools involved case study presentations/ assignments using actual patients or videotapes, and (5) PTS gained confidence in their clinical reasoning ability while progressing through clinical education experiences. Results support inclusion of diverse pedagogic tools, such as case studies, and emphasizing a variety of learning modes to facilitate PTS' development of clinical reasoning.
关于学生对学术和临床教师用于促进临床推理的教育工具效果的看法的报告有限。对物理治疗专业学生（PTS）对培养临床推理和解决问题能力工具的看法进行了调查，以确定各种教学方法的有效性，并确定与临床推理发展相关的因素。这项描述性调查的目的是确定：（1）学习模式、生活经历和课程等因素是否会影响PTS对其临床推理掌握程度的看法；（2）学术和临床教师的相对作用以及他们的教学工具在协助PTS进行临床推理发展方面的价值；（3）PTS在培训过程中如何评价他们对临床推理的掌握程度。向纽约的17所物理治疗学校和新泽西的2所学校邮寄了调查问卷；156名临近毕业的PTS做出了回应，回复率为22%。调查问卷有6个开放式问题和19个多项选择题。频率分析表明：（1）PTS关于如何教授临床推理的观点因他们喜欢的学习模式而异；（2）一些人的既往生活经历与临床推理有关；（3）学术和临床教师有助于临床推理的发展；（4）最好的教学工具包括使用实际患者或录像带的案例研究展示/作业；（5）PTS在临床教育经历中对自己的临床推理能力获得了信心。结果支持采用多种教学工具，如案例研究，并强调多种学习模式，以促进PTS临床推理的发展。
