An investigation into the clinical reasoning of both expert and novice podiatrists

Research output: Contribution to JournalArticle

Abstract

Background: It is important to understand how clinical reasoning occurs in podiatry so that podiatrists may be able to make the correct diagnosis and patients may benefit from the correct treatment. It is also important for the education of podiatry students and experts in specialist area of podiatry, so they may be taught procedures for clinical reasoning and problem based learning. Currently, there is little information as to how this process is achieved in the domain of podiatry. Objectives: The aim of this study was to investigate clinical reasoning in podiatry in both expert and novice podiatrists. Method: Think-aloud protocols were used to investigate the clinical reasoning of expert and novice podiatrists in general and specialist clinics. The think-aloud protocols were later analysed for contect and themes were produced to help understand the process of clinical reasoning in podiatry. Results: Some of the themes used in clinical reasoning are common to experts in general podiatry practice and specialist podiatry practice. However, there is an increase in the number of clinical reasoning themes used by experts in a specialist setting than in a general setting
Original languageEnglish
Pages (from-to)28-32
Number of pages5
JournalThe Foot
Volume16
Issue number1
Early online date10 Feb 2006
DOIs
Publication statusPublished - 1 Mar 2006

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Podiatry
Problem-Based Learning
General Practice
Students
Education

Keywords

  • Clinical reasoning
  • Knowledge
  • Podiatry
  • Diagnosis
  • Decision-making
  • Skills
  • Grounded theory

Cite this

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title = "An investigation into the clinical reasoning of both expert and novice podiatrists",
abstract = "Background: It is important to understand how clinical reasoning occurs in podiatry so that podiatrists may be able to make the correct diagnosis and patients may benefit from the correct treatment. It is also important for the education of podiatry students and experts in specialist area of podiatry, so they may be taught procedures for clinical reasoning and problem based learning. Currently, there is little information as to how this process is achieved in the domain of podiatry. Objectives: The aim of this study was to investigate clinical reasoning in podiatry in both expert and novice podiatrists. Method: Think-aloud protocols were used to investigate the clinical reasoning of expert and novice podiatrists in general and specialist clinics. The think-aloud protocols were later analysed for contect and themes were produced to help understand the process of clinical reasoning in podiatry. Results: Some of the themes used in clinical reasoning are common to experts in general podiatry practice and specialist podiatry practice. However, there is an increase in the number of clinical reasoning themes used by experts in a specialist setting than in a general setting",
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An investigation into the clinical reasoning of both expert and novice podiatrists. / Curran, Mike; Campbell, Jackie; Rugg, Gordon.

In: The Foot, Vol. 16, No. 1, 01.03.2006, p. 28-32.

Research output: Contribution to JournalArticle

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