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Learning to reason: a journey of professional socialisation

Ajjawi, Rola and Higgs, Joy 2008, Learning to reason: a journey of professional socialisation, Advances in health sciences education, vol. 13, no. 2, pp. 133-150, doi: 10.1007/s10459-006-9032-4.

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Title Learning to reason: a journey of professional socialisation
Author(s) Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Higgs, Joy
Journal name Advances in health sciences education
Volume number 13
Issue number 2
Start page 133
End page 150
Total pages 18
Publisher Springer
Place of publication Berlin, Germany
Publication date 2008-05
ISSN 1382-4996
Keyword(s) clinical reasoning
health professional education
learning
physiotherapy
professional socialisation
Interprofessional relations
mentors
Physical Therapy Specialty
Problem Solving
Qualitative Research
Socialization
Summary One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.
Language eng
DOI 10.1007/s10459-006-9032-4
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081265

Document type: Journal Article
Collection: Office of the Deputy Vice-Chancellor (Education)
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