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Clinical Reasoning Development : = Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Clinical Reasoning Development :/
Reminder of title:	Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.
Author:	Orrison, Ryan T.
Description:	1 online resource (178 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Health sciences. -
Online resource:	click for full text (PQDT)
ISBN:	9798382801315

Clinical Reasoning Development : = Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.
Orrison, Ryan T.

Clinical Reasoning Development :Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences. - 1 online resource (178 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ph.D.)--Northern Illinois University, 2024.

Includes bibliographical references

The growing complexity of the healthcare environment and the need to equitably address the health and well-being of a diverse patient population has increased the requirement for practical instruction and assessment of clinical reasoning in the training of health professionals. Formative assessment, in the form of feedback, is recognized as an essential instructional component in teaching clinical reasoning. This study aimed to investigate the role of feedback in developing clinical reasoning during clinical education.This investigation consisted of three unique studies completed in phases. The scoping review methodology in phase one revealed six themes from the included articles (n = 28) regarding the use of feedback in teaching and learning clinical reasoning. Phase two consisted of an electronic survey administered to 91 student physical therapists completing one of their final clinical experiences before graduation. The survey collected data about self-efficacy for clinical reasoning, student feedback orientation, and their perceptions of the quality and delivery of feedback. Relationships were identified between student feedback orientation (β = .663, t(85) = 4.21, p < .000), self-efficacy for using feedback (β = .355, t(90) = 4.21, p < .001) and their self-efficacy for clinical reasoning. In phase three, the researcher conducted a retrospective analysis using dyads (n = 1544) created using survey responses from student physical therapists (n = 395) and characteristics of clinical instructors. A small positive effect was seen in students' self-assessed clinical reasoning skills when paired with a Credentialed Clinical Instructor or board-certified specialist during clinical experiences (t(1538) = 2.38, p = .017). In sum, the findings from all three phases of this investigation provide insight into the role of feedback in clinical reasoning development, which can be used to inform future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382801315Subjects--Topical Terms:

1179212
Health sciences.
Subjects--Index Terms:

Clinical educationIndex Terms--Genre/Form:

554714
Electronic books.

Clinical Reasoning Development : = Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.
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