Griffith Research Online
https://research-repository.griffith.edu.au
Clinical Reasoning at a Distance
Author
Newsham-West, Richard John
Published
2012
Conference Title
Clinical Reasoning at a Distance
Copyright Statement
Copyright remains with the authors 2012. The attached file is reproduced here in accordance with the
copyright policy of the publisher. For information about this conference please refer to the conference’s
website or contact the authors.
Downloaded from
http://hdl.handle.net/10072/53385
Link to published version
http://www.anzahpe.org/front-news/2012-annual-conference.html#!2012-conference/c1918
e-POSTER ABSTRACTS (CONT)
O.
WEDNESDAY 27 JUNE 11.35 - 11.40AM
PARALLEL SESSION 1 - e-POSTERS
Clinical Reasoning at a Distance
Richard Newsham-West
School of Physiotherapy and Exercise Science, Griffith University, Queensland
Introduction / Background
Strong communication skills surrounding the clinical reasoning process have been shown
to be an essential component in the development of the clinicians' reasoning skills. The
aim of this study was to evaluate two on-line reasoning skill tasks undertaken as part of
a distance education program that assesses students' clinical reasoning and reflection
of their reasoning processes.
Methods of Research / Description of Activity
Students were enrolled in a post-graduate clinical physiotherapy course and completed
two clinical assessments off-campus. The students videoed their initial assessment and
treatment, completed a clinical reasoning form as well as a critical reflection form after
they viewed the video the following day. All students were then invited to undertake a
focus group to explore their expectations regarding the assessment item.
Results of Research / Evaluation of Activity / Application
All students (n=18) completed the clinical assessments and seven (40%) attended the
focus group. The thematic analysis identified a number of differences in the clinical
reasoning process between the examiner and student in the initial assessment task.
However, the second assessment task indicated similar themes between the student
and examiner. On reflection of the assessment item, students suggested that they had
become better communicators with patients (100%), were able to gain better information
from their examination (71%), were able to better interpret the findings (86%), and more
proficient at clinically reasoning (86%).
Conclusions / Implications / ’Where to from here?’
The combination of the clinical reasoning and clinical reflection tasks appears to enhance
off-campus students' clinical reasoning skills. Further development and refinement of
the forms are currently being developed to staircase the reasoning process across the
second year of the program.
ANZAHPE 2012 CONFERENCE CONFERENCE PROCEEDINGS AND PROGRAMME
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