Abstract
Learning to reason should be experienced within a continuum of professional development, guided by curricula explicitly focused on the learning of and from clinical reasoning. We contend that this learning should be initiated during professional entry education, and intentionally built upon through post-entry-level continuing professional clinical education opportunities. While the focus and examples provided in this case are primarily from the authors’ entry-level education teaching and curriculum development experiences, we also extend our discussion to consideration of how learning to reason should and can be further facilitated within post-professional entry education contexts such as residency and fellowship programs.
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Christensen, N., Black, L., Jensen, G.M. (2013). Physiotherapy Clinical Placements and Learning to Reason. In: Higgs, J., Sheehan, D., Currens, J.B., Letts, W., Jensen, G.M. (eds) Realising Exemplary Practice-Based Education. Practice, Education, Work and Society, vol 7. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-188-7_14
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DOI: https://doi.org/10.1007/978-94-6209-188-7_14
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