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Sequence of learning through applied clinical reasoningHuman's are prone to taking short-cuts known as "heuristics". Although they generally serve us well, they often cause clinicians to make predictable errors. Generally, biases favor hawkish advice. These include
Due to the ease of being drawn into 'pattern recognition' and hence potential biasing, it is important for the clinician to maintain a structured cognitive retrieval process whereby recognition of desired and undesired outcomes leads to conformation or negation of the clinical reasoning hypothesis. Hopefully, when negation does occur, it occurs early in the reasoning process; otherwise the treatment management plan can spiral 'out of control' leading to the therapist taking greater and greater risks in the hope for a miracle. Hence, the clinician will need to be able to think back to first principles of anatomy, physiology, neurophysiology, pathology and biomechanics to be able to undertake the process of reasoning required to achieve the desired outcome. This formulation of outcome should in turn be a consequence of the dialogue within the therapist's brain (cognition & meta-cognition) as well as the dialogue between the client and the therapist. Constructivism describes the process of learning and acquiring knowledge through experiential reasoning. The assumption underlying 'constructivism' is that we are 'life long learners' (3 l's) and that each and every clinical encounter allows a unique opportunity to learn, relearn and refine our techniques as well as reorganise and restructure our knowledge base. Furthermore, constructivist theory suggests that learning occurs which is based on each individuals unique prior experiences. Truth is considered relative to the individuals construct and hence diverges from logical positivism of science where 'truth' can exist alone without reference to the observers perceptions. This is similar to scientific philosophy of 'relative truths' or the 'relativity of knowledge' espoused by Feyerabend (1975), Kuhn (1970), Popper (1963). All of us would agree that science isn't just a collection of laws, or a catalogue of unrelated facts. Rather, it is a creation of the human mind relating to making sense of the world. Hence, in musculoskeletal physiotherapy we must endeavour to match the science with our clinical reasoning which should make sense to the individual or organisations with whom we are interacting. Candy (1991, p 263) states that "the constructivist perspective differs significantly from the view of knowledge as deriving from a process of copying or replicating." Hence, "we know reality only by acting on it.....The active interaction between the individual and the environment is mediated by the cognitive structures of the individual......and what we learn from the environment is dependent upon our own structuring of those experiences." (Nystedt and Magnusson 1982, p34) To the constructivist, knowledge is not a precise map of external reality but a schemata or cognitive structure which can be compared or tested to other peoples construction of the same situation through the use of workable hypothesis or templates (Candy 1991, p 265). Domain specific prior knowledge plays a significant role in the process of construction, problem solving and learning. Systematic procedures for problem solving can be learnt which if content and context specific can lead to advanced clinical reasoning where errors in heuristic procedures can be detected immediately through the continuous testing of the working hypothesis and it's evaluation of the relevance of clinical data to the specific problem at hand. Hereby, not only can reliance on 'heuristics' be monitored but new schemata can be construed from the clinical environment when a clinical presentation occurs with which the clinician is unfamiliar. Heuristics versus Constructivism
Figure 2: A useful instructional model used to describe a 'top-down' clinical approach with a scientific clinical evidence based approach of biomechanics and neurophysiology.
Figure 3: Increasing the validity and reliability of the clinical reasoning by correlating all aspects of the subjective and physical examination into a meaningful clinical picture (pattern recognition) - adapted from Maitland (1986, 1991). When the features don't fit a known clinical pattern, then reversal to the first principles of clinical reasoning is required to exhaust all avenues of physiotherapeutic possibilities. When all these possibilities continue to prove ineffective then referral to a specialist is required. In the above case, referral to an immunologist was recommended after 12 treatments. see Instructional Design section for more information regarding clinical reasoning First Uploaded by Martin Krause : 25 April 2007Updated 16 September 2007 |
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