Enhancing the development of clinical reasoning in health professional students – Scoping review
| dc.contributor.advisor | Hess, Danelle | |
| dc.contributor.author | Engel-Gilbert, Ilse | |
| dc.date.accessioned | 2022-03-23T07:12:54Z | |
| dc.date.accessioned | 2024-11-07T10:29:24Z | |
| dc.date.available | 2022-03-23T07:12:54Z | |
| dc.date.available | 2024-11-07T10:29:24Z | |
| dc.date.issued | 2021 | |
| dc.description | Magister Scientiae (Physiotherapy) - MSc(Physio) | en_US |
| dc.description.abstract | Clinical reasoning is the central aim of student health professionals’ education. However, educators still find it challenging to teach, and students still struggle to demonstrate clinical reasoning abilities. Various teaching strategies are used by educators to facilitate the development of clinical reasoning abilities, but it is unclear whether educators utilise robust theories to underpin their teaching strategies. Theories can assist with the conceptualisation, simplification and improvement of information. The aim of this study was to explore the use of theory to inform the teaching strategies which develop clinical reasoning in undergraduate health professional students. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/19396 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Western Cape | en_US |
| dc.rights.holder | University of Western Cape | en_US |
| dc.subject | Clinical reasoning | en_US |
| dc.subject | Educators | en_US |
| dc.subject | Teaching strategies | en_US |
| dc.subject | Health professional students | en_US |
| dc.subject | Undergraduate students | en_US |
| dc.title | Enhancing the development of clinical reasoning in health professional students – Scoping review | en_US |