國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Clinical Reasoning Development :/
其他題名:	Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.
作者:	Orrison, Ryan T.
面頁冊數:	1 online resource (178 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Educational psychology. -
電子資源:	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:

555103
Educational psychology.
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.
LDR:03425ntm a22004217 4500 001 1146293
005 20240812064402.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382801315
035 $a (MiAaPQ)AAI31143477
035 $a AAI31143477
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Orrison, Ryan T. $3 1471660
245 1 0 $a Clinical Reasoning Development : $b Exploring the Role of Instructor Feedback During Health Professions Clinical Education Experiences.
264 0 $c 2024
300 $a 1 online resource (178 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: McCarthy, Amanda K.
502 $a Thesis (Ph.D.)--Northern Illinois University, 2024.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Educational evaluation. $3 555501
650 4 $a Higher education. $3 1148448
650 4 $a Physical therapy. $3 678370
650 4 $a Health sciences. $3 1179212
653 $a Clinical education
653 $a Clinical reasoning
653 $a Feedback
653 $a Healthcare environment
653 $a Health professionals
655 7 $a Electronic books. $2 local $3 554714
690 $a 0566
690 $a 0382
690 $a 0745
690 $a 0443
690 $a 0525
710 2 $a Northern Illinois University. $b College of Health and Human Sciences. $3 1467351
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31143477 $z click for full text (PQDT)