Clinical reasoning is a necessary skill for students to develop in order to become safe and effective practitioners. The dual processing theory has been the most successful theory at explaining the reasoning of clinicians (Djulbegovic et al., 2014). It consists of both type I, intuitive, and type II, analytical, processes. The purpose of this presentation is to convey the use of the dual processing theory to operationalize the construct of clinical reasoning for development in physical therapy students.
This platform presentation will include a review of the current literature regarding the dual processing theory and its application to clinical reasoning. Emphasis will be on the type II, analytical processes of reasoning.
Methods for development of clinical reasoning in physical therapy students will be presented. Emphasis will be placed on strategies for cognitive debiasing through training of metacognition.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Educators of physical therapy students strive to educate students who possess the knoweldge and skill necessary to become effective practioners. Of equal importance is fostering clinical reasoning of physical therapy students given the impact that clinical reasoning has on safe and effective treatment of patients. Without proper understanding of the cognitive components of clinical reasoning, educators lack the instructional strategies to target improvements and assess change in clinical reasoning. Additionally, operationalization of clinical reasoning grounded in cognitive science allows for enhanced educational research.
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