Clinical Reasoning, Critical Thinking Disposition, and Self-Reflection: Predictors of Academic Success and Clinical Readiness?

Obert, Michael

MLA citation style (9th ed.)

Obert, Michael. Clinical Reasoning, Critical Thinking Disposition, and Self-reflection: Predictors of Academic Success and Clinical Readiness?. . 0224. uindy.palni-palci-staging.notch8.cloud/concern/etds/8023ec4a-5590-4c05-b4ee-1a93ec6da560?locale=zh.

APA citation style (7th ed.)

O. Michael. (0224). Clinical Reasoning, Critical Thinking Disposition, and Self-Reflection: Predictors of Academic Success and Clinical Readiness?. https://uindy.palni-palci-staging.notch8.cloud/concern/etds/8023ec4a-5590-4c05-b4ee-1a93ec6da560?locale=zh

Chicago citation style (CMOS 17, author-date)

Obert, Michael. Clinical Reasoning, Critical Thinking Disposition, and Self-Reflection: Predictors of Academic Success and Clinical Readiness?. 0224. https://uindy.palni-palci-staging.notch8.cloud/concern/etds/8023ec4a-5590-4c05-b4ee-1a93ec6da560?locale=zh.

Note: These citations are programmatically generated and may be incomplete.

作者

Obert, Michael

Abstract

Identifying students who may struggle in a professional physical therapy (PT) program can inform admission decisions and direct development of strategies to help students be successful in the program. Many researchers have studied the relationship between various preadmission variables and success in a PT program. To date, the preadmission variables studied have accounted for 37% or less of the variance in predicting PT program success. The purpose of this study was to determine if preadmission variables and the following variables had an impact on PT student program success and clinical readiness: Health Science Reasoning Test – Numeracy (HSRT-N) scores, California Critical Thinking Disposition Inventory (CCTDI) scores, Self- Reflection and Insight Scale (SRIS) scores. This study also explored the relationship between the SRIS and HSRT-N and CCTDI. Forty-two DPT students were included in this prospective cohort study. The only statistically significant difference (p = .043) between PT students who experienced academic success and PT students who experienced academic difficulty was in their SRIS-Insight scores. Students who experienced academic success had higher mean SRIS-Insight scores than those who experienced academic difficulty. The SRIS and its subscales did have 17 statistically significant low to moderate correlations (r = .30-.67, p < .05) with HSRT-N and CCTDI scores and subscale scores. Results suggest that SRIS-Insight scores may be useful in identifying students at-risk for academic difficulty and SRIS scores may serve as a useful instrument in PT education.

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