Caeiro Carmen, Cruz Eduardo Brazete, Pereira Carla Mendes
Department of Physiotherapy, School of Health Care, Setubal Polytechnic Institute , Setúbal , Portugal.
Physiother Theory Pract. 2014 Nov;30(8):572-80. doi: 10.3109/09593985.2014.928919. Epub 2014 Jun 24.
The use of arts, literature and reflective writing has becoming increasingly popular in health professionals education. However, research examining its contribution as an educational strategy to promote narrative reasoning capabilities is limited, particularly from the students' perspective.
This study aimed to explore the final year physiotherapy students' perspectives about the contribution of arts, literature and reflective writing in facilitating narrative reasoning capabilities.
Three focus group meetings using a semi-structured interview schedule were carried out to collect data. Focus group sessions were audiotaped and transcribed verbatim. Interpretative phenomenological analysis was used to conduct the study and analyze the transcripts.
Three themes emerged: (1) developmental understanding of the patients' experiences; (2) developmental understanding about the self; and (3) embedding reflection in clinical practice. Students emphasized an increasing capability to be sensitive and vicariously experience the patient's experience. Through reflective writing, students reported they became more capable of thinking critically about their practice and learning needs for continuous professional development. Finally, students highlighted the contribution of these strategies in making reflection part of their practice.
Final year physiotherapy students reported enhanced skills of narrative reasoning. The findings support the inclusion of these strategies within the undergraduate physiotherapy curricula.
艺术、文学和反思性写作在卫生专业人员教育中的应用越来越普遍。然而，考察其作为一种促进叙事推理能力的教育策略所做贡献的研究有限，尤其是从学生的角度来看。
本研究旨在探讨理疗专业最后一年学生对于艺术、文学和反思性写作在促进叙事推理能力方面所做贡献的看法。
使用半结构化访谈提纲进行了三次焦点小组会议以收集数据。焦点小组会议进行了录音并逐字转录。采用解释现象学分析来开展研究并分析转录文本。
出现了三个主题：（1）对患者经历的逐步理解；（2）对自我的逐步理解；（3）将反思融入临床实践。学生们强调自己越来越能够敏锐并感同身受地体验患者的经历。通过反思性写作，学生们表示他们更有能力批判性地思考自己的实践以及持续专业发展的学习需求。最后，学生们强调了这些策略在使反思成为其实践一部分方面所做的贡献。
理疗专业最后一年的学生报告称叙事推理技能有所提高。研究结果支持将这些策略纳入本科理疗课程。
