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Clinical narratives in residency education: Exploration of the learning process

机译：居留教育中的临床叙事：学习过程的探索

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Background: Post-professional residency educational programs aim to advance the knowledge and skills of therapists in a clinical specialty area, however, little is known about the process, outcomes, or effectiveness of residency education. Purpose: The purpose of this study was to use narrative as a teaching and learning tool to gain insight into the progressive development of the residents' learning process. Design: Qualitative methods including a retrospective analysis of residents' narratives were used to explore the professional development and thought process of residents. Methods: Six physical therapy residents wrote reflective narratives across 4 time placements during their one-year residency. Qualitative content analysis was used to analyze the data for types of reflection across time frames and to construct themes based on meaning statements. Results: Four main themes evolved from the residents' clinical narratives: 1) developing clinical reasoning skills; 2) developing professional formation and identity; 3) moral agency; and 4) emerging characteristics of expertise Conclusions: In this study, clinical narratives served as a pedagogical tool to enhance aspects of clinical expertise. The utilization of clinical narrative may be used as one tool to help to create reflective practitioners with improved skills foundational to clinical practice.
机译：背景：专业后的居住教育计划旨在推进治疗师在临床专业领域的知识和技能，几乎涉及居住教育的过程，结果或有效性。目的：本研究的目的是使用叙述作为教学和学习工具，以了解居民学习过程的逐步发展。设计：用于居民叙述的回顾性分析的定性方法探讨了居民的专业发展和思想过程。方法：六个物理治疗居民在一年的居住期间在4次展示中写入反光叙事。定性内容分析用于分析时间框架的反射类型的数据，并根据含义语句构建主题。结果：四个主要主题从居民的临床叙述中演变出来：1）发展临床推理技能; 2）制定专业的形成和身份; 3）道德机构; 4）新出现的专业知识结论：在本研究中，临床叙述作为提高临床专业知识方面的教学工具。临床叙事的利用可以用作一个工具，以帮助创造具有改进技能的反思从业者，提高基础临床实践。

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