Spaulding Susan E, Yamane Ann, McDonald Cody L, Spaulding Scott A
1 Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA.
2 College of Education, University of Washington, Seattle, WA, USA.
Prosthet Orthot Int. 2019 Aug;43(4):369-381. doi: 10.1177/0309364619852455. Epub 2019 Jun 14.
Variables that influence orthotic and prosthetic patient outcomes beyond direct care are poorly conceptualized for orthotic and prosthetic students. Restructuring educational curricula around important clinical reasoning variables (i.e. factors that may influence outcomes) could improve teaching, learning, and clinical practice.
To propose an orthotic and prosthetic education framework to enhance the development of orthotic and prosthetic students' clinical reasoning skills.
Scoping review.
We conducted a scoping review, identified variables of orthotic and prosthetic usability, and performed a qualitative thematic analysis through the lens of orthotic and prosthetic clinical educators to develop a conceptual framework for orthotic and prosthetic education.
Sorting of variables identified from the literature resulted in three thematic areas: (1) the state of functioning, disability, and health (International Classification of Functioning, Disability and Health); (2) orthotic and prosthetic technical properties, procedures, and appropriateness; and (3) professional service as part of orthotic and prosthetic interventions. The proposed orthotic and prosthetic education framework includes these three areas situated within the context of patient-centered care.
A conceptual framework was developed from variables identified in peer-reviewed literature. This orthotic and prosthetic education framework provides a structure to explore orthotic and prosthetic clinical reasoning and advance our teaching and assessment of students' clinical reasoning skills.
The proposed orthotic and prosthetic (O&P) education framework is intended to promote conversation about variables (e.g. health condition, procedures, services, and O&P principles) that influence O&P clinical practice outcomes and further advance our teaching and assessment of students' clinical reasoning skills.
对于矫形与假肢专业的学生而言，那些在直接护理之外影响矫形与假肢患者治疗效果的变量，其概念界定尚不清晰。围绕重要的临床推理变量（即可能影响治疗效果的因素）对教育课程进行重组，可能会改善教学、学习及临床实践。
提出一个矫形与假肢教育框架，以提升矫形与假肢专业学生的临床推理技能。
范围综述。
我们进行了范围综述，确定了矫形与假肢可用性的变量，并通过矫形与假肢临床教育工作者的视角进行了定性主题分析，以构建一个矫形与假肢教育的概念框架。
对从文献中识别出的变量进行分类，形成了三个主题领域：（1）功能、残疾和健康状况（《国际功能、残疾和健康分类》）；（2）矫形与假肢的技术特性、程序及适用性；（3）作为矫形与假肢干预一部分的专业服务。所提出的矫形与假肢教育框架包含这三个领域，并以患者为中心的护理为背景。
从同行评审文献中识别出的变量构建了一个概念框架。这个矫形与假肢教育框架为探索矫形与假肢临床推理以及推进我们对学生临床推理技能的教学与评估提供了一个架构。
所提出的矫形与假肢（O&P）教育框架旨在促进关于影响O&P临床实践效果的变量（如健康状况、程序、服务及O&P原则）的讨论，并进一步推进我们对学生临床推理技能的教学与评估。
