The Children's Hospital of Philadelphia, 34th and Civic Center Blvd, Philadelphia, PA 19104-4399, USA.
Phys Ther. 2011 Mar;91(3):416-30. doi: 10.2522/ptj.20090226. Epub 2011 Jan 27.
Professional development is a cornerstone of physical therapist practice. As the profession moves toward the ideals of Vision 2020, more emphasis is being placed on the process of clinical decision making. Although reflection and mentorship are widely regarded as important instruments to facilitate the progression of clinical reasoning skills, little guidance exists in the postprofessional arena to assist clinicians with these essential needs. As more organizations develop formal mentoring programs, a need arises for a tool that will engage mentors, protégés, and clinicians of all abilities in thoughtful reflection and discussion that will help develop clinical reasoning skills.
The process of developing reflective clinical decision-making skills in physical therapist practitioners is described, and how this process was used at one institution is illustrated. A tool for clinical reasoning and reflection is proposed that incorporates the existing conceptual frameworks of the Guide to Physical Therapist Practice and the International Classification of Functioning, Disability and Health (ICF).
This case report discusses how the tool was implemented by staff with varying levels of expertise, their outcomes in regard to the development of their clinical reasoning skills, and how the tool facilitated mentoring sessions around patient cases to improve care.
This case report describes a practical application of a postprofessional educational process designed to develop reflective and patient-centered clinical reasoning skills. Although this process has shown some preliminary success, more research is warranted. By cultivating reflective thinking and critical inquiry, the physical therapy profession can help develop autonomous practitioners of physical therapy and promote the ideals of Vision 2020.
专业发展是物理治疗师实践的基石。随着该专业朝着 2020 年愿景的理想迈进,越来越强调临床决策过程。尽管反思和指导被广泛认为是促进临床推理技能发展的重要手段,但在专业后期阶段,几乎没有指导来帮助临床医生满足这些基本需求。随着越来越多的组织制定正式的指导计划,需要有一种工具,可以让有能力的指导者、被指导者和临床医生参与到有意义的反思和讨论中,帮助发展临床推理技能。
描述了在物理治疗师从业者中发展反思性临床决策技能的过程,并举例说明了在一个机构中如何使用该过程。提出了一种临床推理和反思工具,该工具结合了《物理治疗师实践指南》和《国际功能、残疾和健康分类》(ICF)的现有概念框架。
本案例报告讨论了该工具如何由具有不同专业水平的员工实施,以及他们在发展临床推理技能方面的结果,以及该工具如何促进围绕患者案例的指导会议以改善护理。
本案例报告描述了一个旨在发展反思性和以患者为中心的临床推理技能的后期专业教育过程的实际应用。尽管这一过程已经显示出一些初步的成功,但还需要更多的研究。通过培养反思性思维和批判性探究,物理治疗专业可以帮助培养自主的物理治疗师,并促进 2020 年愿景的理想。