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    Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs

    138792_22051_Using blogging to promote....PDF (621.1Kb)
    Access Status
    Open access
    Authors
    Tan, S.
    Ladyshewsky, Richard
    Gardner, Peter
    Date
    2010
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Tan, Shuyan and Ladyshewsky, Richard and Gardner, Peter. 2010. Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs. Australasian Journal of Educational Technology. 26 (3): pp. 355-368.
    Source Title
    Australasian Journal of Educational Technology
    ISSN
    14495554
    Faculty
    Curtin Business School
    Graduate School of Business
    Remarks

    This article was published originally in AJET.

    URI
    http://hdl.handle.net/20.500.11937/40188
    Collection
    • Curtin Research Publications
    Abstract

    This qualitative study investigated the impact of using blogs on the clinical reasoning and meta-cognitive skills of undergraduate physiotherapy students in a fieldwork education program. A blog is a web based document that enables individuals to enter comments and read each others' comments in a dynamic and interactive manner. In this study, final year physiotherapy students were randomly allocated to group blogs to share their reflections on their own and their peers' clinical practice. Blogging was used to help students reflect and focus on professional and evidence based practice within a supportive peer assisted learning environment. The text within each of the blogs was qualitatively analysed against concepts in the literature describing specific types of clinical reasoning and metacognition. A range of clinical reasoning typologies were found to exist in the blogs. Most notable were ethical, interactive and procedural reasoning along with evidence of metacognition. Blogging was found to be a good strategy for promoting clinical reasoning and metacognition in fieldwork education.

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