Investigating the attitudes and beliefs of undergraduate osteopaths from the European School of Osteopathy about clinical reasoning and its implications: a qualitative enquiry.
Item
- Title
- Investigating the attitudes and beliefs of undergraduate osteopaths from the European School of Osteopathy about clinical reasoning and its implications: a qualitative enquiry.
- Author(s)
- Serednycka-Poole, A
- Abstract
- Background Clinical reasoning has been described as the foundation of professional clinical practice and a platform for novice practitioners to attain expertise whilst practising safely and effectively. lt is ascertained from existing literature that novice practitioners utilise the hypothetical-deductive model of clinical reasoning compared to pattern recognition, which is demonstrated by more experienced practitioners. Clinical reasoning methods and their influences are currently unexplored in students from the European School of Osteopathy (ESO). Objectives The aim of this study was to explore and analyse the attitudes and beliefs of undergraduate osteopaths regarding clinical reasoning. Design An exploratory qualitative approach with elements of grounded theory. Method Semi-structured interviews were used to gather data: audio recorded, transcribed verbatim and anonymised. Data was analysed and interpreted using a thematic framework approach and a conceptual model was developed. Triangulation was completed and all participants took part in member checking. Results Ten interviews were conducted with six 4th year students and four 3rd year students from the ESO. seven high-level themes and twenty-five sub-themes emerged from thematic analysis. Students' clinical reasoning was influenced by educational and personal experience. students from the 3'd year were unaccustomed to clinical reasoning and the tutor manipulated their thought processes. lt was seen that a lack of exposure to the clinic setting was a source of 4th year students' gradual development of clinical reasoning. Discussion Views on the importance of evidence informed clinical reasoning compared to traditional motives were polarised. Students favoured their intuition in the clinical setting, supporting a pattern recognition approach commonly observed in qualified practitioners Undergraduates in other healthcare professions struggle with metacognition; a premise discovered in the participants of the current study. Conclusion Participants identified the impact of osteopathic education on their clinical reasoning skills. Delivering an exemplary model of clinical reasoning to students has-its challenges. Some-tutors subjugate students decision making; decreasing undergraduate clinical integrity. The influence that osteopathic principles should have on clinical reasoning was inconclusive.
- presented at
- European School of Osteopathy
- Date Accepted
- 2017
- Date Submitted
- 4.12.2017 17:06:21
- Type
- osteo_thesis
- Language
- English
- Submitted by:
- 62
- Pub-Identifier
- 16061
- Inst-Identifier
- 1229
- Keywords
- Clinical reasoning, Educational influences, Osteopathy
- Recommended
- 0
- Item sets
- Thesis
Serednycka-Poole, A, “Investigating the attitudes and beliefs of undergraduate osteopaths from the European School of Osteopathy about clinical reasoning and its implications: a qualitative enquiry.”, Osteopathic Research Web, accessed May 3, 2025, https://www.osteopathic-research.com/s/orw/item/475