Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors

Hannah Sharma; Cassie E McDonald; Brett Vaughan; Kelly J Bower

doi:10.1080/09593985.2024.2334750

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Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors

Journal article

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Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors

Hannah Sharma, Cassie E McDonald, Brett Vaughan and Kelly J Bower

Physiotherapy theory and practice, Vol.41(2), pp.351-361

01/02/2025

DOI: https://doi.org/10.1080/09593985.2024.2334750

PMID: 38566578

Appears in Recent Faculty of Health Publications

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Abstract

clinical reasoning

Qualitative

gerontology, physiotherapy

Introduction Teaching clinical reasoning to physiotherapy students is essential for preparing them to work effectively with patients. Objective This qualitative study aimed to explore the experiences and perceptions of clinical supervisors of teaching clinical reasoning in gerontological physiotherapy. Methods Australian-based clinical supervisors for student placements in gerontological physiotherapy (n = 9) participated in individual semi-structured interviews via videoconferencing. Data were analyzed using Braun and Clark’s reflexive thematic analysis. Results Four themes were developed from the data: 1) Preparedness for placement: students and supervisors; 2) Dynamic placement adaptations to meet individual learning needs; 3) Negotiating clinically complex and variable patient needs; and 4) Crafting learning opportunities amidst complexities. Clinical supervisors perceive that teaching clinical reasoning is influenced by student and supervisor preparedness and the complexity of gerontological practice. Supervisors engage in planning prior to placements, adapt tasks, discussions and feedback throughout the placement, and promote multi-disciplinary learning experiences to highlight person-centered and collaborative care. Conclusion This research enhances physiotherapy academics,’ clinical supervisors’ and students’ understanding of the factors influencing teaching clinical reasoning to students in gerontological settings. The challenges and strategies identified can improve students’ and supervisors’ preparedness for placements, assist them to negotiate complexity and create opportunities to strengthen the learning experience.

Details

Title: Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors
Creators: Hannah Sharma - University of Melbourne
Cassie E McDonald - Alfred Health
Brett Vaughan - University of Melbourne
Kelly J Bower - University of Melbourne
Publication Details: Physiotherapy theory and practice, Vol.41(2), pp.351-361
Publisher: Taylor & Francis Inc.
Identifiers: 991013179812302368
Copyright: © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc- nd/4.0/).
Academic Unit: Allied Health and Midwifery; Faculty of Health
Language: English
Resource Type: Journal article

Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors

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