555
Views
3
CrossRef citations to date
0
Altmetric
Best Practices in Teaching

Applying Clinical Reasoning Theories to Kinesiology: Advancing the Education of Future Healthcare Professionals

&

References

  • Ark, T. K., Brooks, L. R., & Eva, K. W. (2006). Giving learners the best of both worlds: Do clinical teachers need to guard against teaching pattern recognition to novices? Academic Medicine, 81(4), 405–409. https://doi.org/10.1097/00001888-200604000-00017
  • Baechle, T., Earle, R., & Wathen, D. (2008). Resistance training. In T. Baechle & R. Earle (Eds.), Essentials of strength training and conditioning (3rd ed., pp. 381–412). Human Kinetics.
  • Banning, M. (2008a). Clinical reasoning and its application to nursing: Concepts and research studies. Nurse Education in Practice, 8(3), 177–183. https://doi.org/10.1016/j.nepr.2007.06.004
  • Banning, M. (2008b). The think aloud approach as an educational tool to develop and assess clinical reasoning in undergraduate students. Nurse Education Today, 28(1), 8–14. https://doi.org/10.1016/j.nedt.2007.02.001
  • Bergeron, G., Larivière, C., Sullivan, P., & Kabaroff, L. (2014, October). Position statement: The role of kinesiologists and the promotion of physical activity and exercise in the Canadian health care system. Canadian Council of Physical Education and Kinesiology Administrators, 1–13. http://www.ccupeka.org/wp-content/uploads/2016/05/position-statement.pdf
  • Bordage, G. (1987). The curriculum: Overloaded and too general? Medical Education, 21(3), 183–188. https://doi.org/10.1111/j.1365-2923.1987.tb00689.x
  • Bordage, G., & Lemieux, M. (1991). Semantic structures and diagnostic thinking of experts and novices. Academic Medicine, 66(9Suppl), S70–S72. https://doi.org/10.1097/00001888-199109000-00045
  • Bordage, G., & Zacks, R. (1984). The structure of medical knowledge in the memories of students and practitioners. Medical Education, 18(6), 406–416. https://doi.org/10.1111/j.1365-2923.1984.tb01295.x
  • Boshuizen, H. P. A., & Schmidt, H. G. (2019). The development of clinical reasoning expertise. In J. Higgs, G. M. Jensen, S. Loftus, & N. Christensen (Eds.), Clinical reasoning in the health professions (pp. 57–66). Elsevier Health Sciences.
  • Bowen, J. L. (2006). Educational strategies to promote clinical diagnostic reasoning. The New England Journal of Medicine, 355(21), 2217–2225. https://doi.org/10.1056/NEJMra054782
  • Brauer, D. G., & Ferguson, K. J. (2015). The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher, 37(4), 312–322. https://doi.org/10.3109/0142159X.2014.970998
  • Brooks, D. N. (1978). Non-analytic concept formation and memory for instances. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 169–211). Lawrence Erlbaum Associates.
  • Canadian Society for Exercise Physiology. (2017). Pre-screening for physical activity: Get active questionnaire. Retrieved September 28, 2019, from https://store.csep.ca/pages/getactivequestionnaire
  • Cleland, J. A., Abe, K., & Rethans, J. J. (2009). The use of simulated patients in medical education: AMEE guide No 42. Medical Teacher, 31(6), 477–486. https://doi.org/10.1080/01421590903002821
  • College of Kinesiologists of Ontario. (2014). Essential competencies of practice for Kinesiologists in Ontario.
  • College of Kinesiologists of Ontario. (2018). Annual reports and financial statements. Retrieved September 5, 2019, from https://coko.ca/CKO_Public/Public_Content_Records/About_/Subcontent/Annual_Reports.aspx
  • Colliver, J. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75(3), 259–266. https://doi.org/10.1097/00001888-200003000-00017
  • Cook, D. A., Durning, S. J., Sherbino, J., & Gruppen, L. D. (2019). Management reasoning: Implications for health professions educators and a research agenda. Academic Medicine, 94(9), 1310–1316. https://doi.org/10.1097/ACM.0000000000002768
  • Cook, R. J., & Durning, S. J. (2019). Clinical process modeling: An approach for enhancing the assessment of physicians’ clinical reasoning. Academic Medicine, 94(9), 1317–1322. https://doi.org/10.1097/ACM.0000000000002730
  • Croskerry, P. (2002). Achieving quality in clinical decision making: Cognitive strategies and detection of bias. Academic Emergency Medicine, 9(11), 1184–1204. https://doi.org/10.1197/aemj.9.11.1184
  • Custers, E. J. F. M. (2018). A recognition study testing the psychological validity and development of illness scripts. Health Professions Education, 4(4), 259–277. https://doi.org/10.1016/j.hpe.2017.12.001
  • Dornan, T., Boshuizen, H., King, N., & Scherpbier, A. (2007). Experience-based learning: A model linking the processes and outcomes of medical students’ workplace learning. Medical Education, 41(1), 84–91. https://doi.org/10.1111/j.1365-2929.2006.02652.x
  • Durning, S. J., & Artino, A. R. (2011). Situativity theory: A perspective on how participants and the environment can interact: AMEE guide no. 52. Medical Teacher, 33(3), 188–199. https://doi.org/10.3109/0142159X.2011.550965
  • Elliott, D. (2007). Forty years of kinesiology: A Canadian perspective. Quest, 59(1), 154–162. https://doi.org/10.1080/00336297.2007.10483544
  • Elstein, A. S., Shulman, L. S., & Sprafka, S. A. (1978). Medical problem solving: An analysis of clinical reasoning. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674189089.c3
  • Eva, K., Neville, J., & Norman, G. (1998). Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving. Academic Medicine, 3(Suppl10), S1–S5. https://doi.org/10.1097/00001888-199810000-00028
  • Eva, K. W., Hatala, R. M., LeBlanc, V. R., & Brooks, L. R. (2007). Teaching from the clinical reasoning literature: Combined reasoning strategies help novice diagnosticians overcome misleading information. Medical Education, 41(12), 1152–1158. https://doi.org/10.1111/j.1365-2923.2007.02923.x
  • Evans, J. S. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 59(1), 255–278. https://doi.org/10.1146/annurev.psych.59.103006.093629
  • Feltovich, P. J., Coulson, R. L., Spiro, R. J., & Dawson-Saunders, B. K. (1992). Knowledge application and transfer for complex tasks in ill-structured domains: Implications for instruction and testing in biomedicine. In D. Evans & V. L. Patel (Eds.), Advanced models of cognition for medical training and practice (pp. 212–244). Springer-Verlag.
  • Gilhooly, K. J. (1990). Cognitive psychology and medical diagnosis. Applied Cognitive Psychology, 4(4), 261–272. https://doi.org/10.1002/acp.2350040404
  • Gilliland, S. (2014). Clinical reasoning in first- and third-year physical therapist students. Journal of Physical Therapy Education, 28(3), 64–80. https://doi.org/10.1097/00001416-201407000-00009
  • Hatala, R. M., Brooks, L. R., & Norman, G. R. (2003). Practice makes perfect: The critical role of mixed practice in the acquisition of ECG interpretation skills. Advances in Health Sciences Education, 8(1), 17–26. https://doi.org/10.1023/A:1022687404380
  • Heinerichs, S., Vela, L. I., & Drouin, J. M. (2013). A learner-centered technique and clinical reasoning, reflection, and case presentation attributes in athletic training students. Journal of Athletic Training, 48(3), 362–371. https://doi.org/10.4085/1062-6050-48.2.17
  • Higgs, J., Jones, M., Loftus, S., & Christensen, N. (Eds.). (2019). Clinical reasoning in the health professions (4th ed.). Elsevier.
  • Irby, D. M. (2014). Excellence in clinical teaching: Knowledge transformation and development required. Medical Education, 48(8), 776–784. https://doi.org/10.1111/medu.12507
  • Jensen, J. (2011). Paramedic clinical decision-making: Results of two Canadian studies. International Paramedic Practice, 1(2), 63–71. https://doi.org/10.12968/ippr.2011.1.2.63
  • Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
  • Kaufman, D. M. (2003). Applying educational theory in practice. BMJ, 326(7382), 213–216. https://doi.org/10.1136/bmj.326.7382.213
  • LeMoon, K. (2008). Clinical reasoning in massage therapy. International Journal of Therapeutic Massage and Bodywork: Research, Education, and Practice, 1(1), 12–18. https://doi.org/10.3822/ijtmb.v1i1.2
  • Lubarsky, S., Dory, V., Duggan, P., Gagnon, R., & Charlin, B. (2013). Script concordance testing: From theory to practice: AMEE Guide No. 75. Medical Teacher, 35(3), 184–193. https://doi.org/10.3109/0142159X.2013.760036
  • Mamede, S., Schmidt, H. G., & Penaforte, J. C. (2008). Effects of reflective practice on the accuracy of medical diagnoses. Medical Education, 42(5), 468–475.
  • Mamede, S., Van Gog, T., Sampaio, A. M., De Faria, R. M. D., Maria, J. P., & Schmidt, H. G. (2014). How can students’ diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases. Academic Medicine, 89(1), 121–127. https://doi.org/10.1097/ACM.0000000000000076
  • Monteiro, S. D., Sherbino, J., Schmidt, H., Mamede, S., Ilgen, J., & Norman, G. (2020). It’s the destination: Diagnostic accuracy and reasoning. Advances in Health Sciences Education, 25(1), 19–29. https://doi.org/10.1007/s10459-019-09903-7
  • Monteiro, S. M., & Norman, G. (2013). Diagnostic reasoning: Where we’ve been, where we’re going. Teaching and Learning in Medicine, 25(SUPPL.1), 26–32. https://doi.org/10.1080/10401334.2013.842911
  • Norman, G. R. (2005). Research in clinical reasoning: Past history and current trends. Medical Education, 39(4), 418–427. https://doi.org/10.1111/j.1365-2929.2005.02127.x
  • Norman, G. R. (2006). Building on experience — The development of clinical reasoning. New England Journal of Medicine, 355(21), 2251–2252. https://doi.org/10.1056/nejme068134
  • Norman, G. R. (2009). Dual processing and diagnostic errors. Advances in Health Sciences Education, 14(1), 37–49. https://doi.org/10.1007/s10459-009-9179-x
  • Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721–728. https://doi.org/10.1046/j.1365-2923.2000.00749.x
  • Ontario Kinesiology Association. (2020). Find a kinesiologist. Retrieved May 2, 2020, from. https://www.oka.on.ca/client/roster/clientRosterView.html?clientRosterId=131
  • Patel, V. L., & Groen, G. J. (1986). Knowledge based solution strategies in medical reasoning. Cognitive Science, 10(1), 91–116. https://doi.org/10.1016/S0364-0213(86)80010-6
  • Quintero, G. A., Vergel, J., Arredondo, M., Ariza, M.-C., Gómez, P., & Pinzon-Barrios, A.-M. (2016). Integrated medical curriculum: Advantages and disadvantages. Journal of Medical Education and Curricular Development, 3, JMECD.S18920. https://doi.org/10.4137/JMECD.S18920
  • Rogers, J. C., & Holm, M. B. (1991). Occupational therapy diagnostic reasoning: A component of clinical reasoning. The American Journal of Occupational Therapy, 45(11), 1045–1053. https://doi.org/10.5014/ajot.45.11.1045
  • Schilling, J. (2016). Instructional strategy: Administration of injury scripts. Athletic Training Education Journal, 11(3), 152–157. https://doi.org/10.4085/1103152
  • Schmidt, H. G., & Rikers, R. M. J. P. (2007). How expertise develops in medicine: Knowledge encapsulation and illness script formation. Medical Education, 41(12), 1133–1139. https://doi.org/10.1111/j.1365-2923.2007.02915.x
  • Simmons, B. (2010). Clinical reasoning: Concept analysis. Journal of Advanced Nursing, 66(5), 1151–1158. https://doi.org/10.1111/j.1365-2648.2010.05262.x
  • The Kinesiology Act. (2007) . S.O. 2007, Chapter 10, Schedule O. The Government of Ontario.
  • University of British Columbia School of Kinesiology. (2019). Graduate (MA, MSc, MKin, PhD). Retrieved May 23, 2019, from https://kin.educ.ubc.ca/programs/graduate-ma-msc-mkin-phd/#Masters-1
  • University of Toronto Faculty of Kinesiology and Physical Education. (2019). Master of Professional Kinesiology. Retrieved June 24, 2019, from https://kpe.utoronto.ca/academics-research/graduate-studies/master-professional-kinesiology
  • University of Waterloo. (2016). Kinesiology. Retrieved May 3, 2020, from http://www.ucalendar.uwaterloo.ca/1617/COURSE/course-KIN.html#KIN000S
  • University of Waterloo. (2020). Kinesiology. Retrieved May 3, 2020, from http://www.ucalendar.uwaterloo.ca/2021/COURSE/course-KIN.html
  • Warburton, D. E., Jamnik, V., Bredin, S. S., Shephard, R. J., & Gledhill, N. (2019). The 2019 Physical Activity Readiness Questionnaire for Everyone (PAR-Q+) and Electronic Physical Activity Readiness Medical Examination (ePARmed-X+). The Health & Fitness Journal of Canada, 11(4), 80–83.
  • Wilson, L. M. (2012). Problem-based learning and clinical reasoning in sports therapy practice. International Journal of Therapy and Rehabilitation, 19(12), 682–688. https://doi.org/10.12968/ijtr.2012.19.12.682
  • Woods, N. N., Neville, A. J., Levinson, A. J., Howey, E. H. A., Oczkowski, W. J., & Norman, G. R. (2006). The value of basic science in clinical diagnosis. Academic Medicine, 81(Suppl), 124–127. https://doi.org/10.1097/00001888-200610001-00031
  • Young, M. E., Dory, V., Lubarsky, S., & Thomas, A. (2018). How different theories of clinical reasoning influence teaching and assessment. Academic Medicine, 93(9), 1415. https://doi.org/10.1097/acm.0000000000002303

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.