Ms Hannah Sharma1, Dr. Cassie McDonald2, Dr. Brett Vaughan1, Dr. Kelly Bower1
1The University of Melbourne, Parkville, Australia, 2Alfred Health, Melbourne, Australia
Biography:
Ms Hannah Sharma is a PhD Candidate at The University of Melbourne. Hannah completed her Masters in Clinical Education in 2022. She has 17 years of clinical experience across public and private and community settings. She chairs the Victorian gerontology committee at Australian Physiotherapy Association and works as an assessor for the Australian Physiotherapy Council.
Abstract:
Introduction: Teaching clinical reasoning to physiotherapy students is essential for preparing them to work effectively with patients. Aim: This qualitative study aimed to explore the experiences and perceptions of clinical supervisors of teaching clinical reasoning in gerontological physiotherapy. Methods: Australian-based clinical supervisors for student placements in gerontological physiotherapy (n=9) participated in individual semi-structured interviews via videoconferencing. Data were analysed using Braun and Clark’s reflexive thematic analysis. Results: Four themes were developed from the data: 1) Preparedness for placement: students and supervisors; 2) Dynamic placement adaptations to meet individual learning needs; 3) Negotiating clinically complex and variable patient needs; and 4) Crafting learning opportunities amidst complexities. Clinical supervisors perceive that teaching clinical reasoning is influenced by student and supervisor preparedness and the complexity of gerontological practice. Supervisors engage in planning prior to placements, adapt tasks, discussions and feedback throughout the placement, and promote multi-disciplinary learning experiences to highlight person-centered and collaborative care. Conclusion: This research enhances physiotherapy academics’, clinical supervisors’ and students’ understanding of the factors influencing teaching clinical reasoning to students in gerontological settings. The challenges and strategies identified can improve students’ and supervisors’ preparedness for placements, assist them to negotiate complexity and create opportunities to strengthen the learning experience.