| Autor: |
Dekkers LM; Department of Allied Health Studies, HAN University of Applied Sciences, Nijmegen, Netherlands.; Radboud Institute for Health Sciences, Department of Rehabilitation, Pediatric Physical Therapy, Radboud University Medical Center, Nijmegen, Netherlands.; Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, Netherlands., Satink T; Department of Allied Health Studies, HAN University of Applied Sciences, Nijmegen, Netherlands., Nijhuis-Van Der Sanden MW; Radboud Institute for Health Sciences, Department of Rehabilitation, Pediatric Physical Therapy, Radboud University Medical Center, Nijmegen, Netherlands.; Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, Netherlands., De Swart BJ; Department of Allied Health Studies, HAN University of Applied Sciences, Nijmegen, Netherlands.; Radboud Institute for Health Sciences, Department of Rehabilitation, Pediatric Physical Therapy, Radboud University Medical Center, Nijmegen, Netherlands., Maas MJ; Department of Allied Health Studies, HAN University of Applied Sciences, Nijmegen, Netherlands.; Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, Netherlands., Janssen AJ; Radboud Institute for Health Sciences, Department of Rehabilitation, Pediatric Physical Therapy, Radboud University Medical Center, Nijmegen, Netherlands. |
| Abstrakt: |
Introduction : Movement observation is a core aspect in physical therapists' diagnosis to determine which interventions are adequate to improve functional abilities. The aim of this study was to derive design principles for an educational program for the development of observational skills. Methods : We used a qualitative approach within a design-based research methodology. In four rounds, 8 physical therapy students, 16 teachers, and 9 practitioners participated in five Nominal Group Technique meetings and six interviews. Meetings and interviews were transcribed verbatim and analyzed using thematic analysis. Results : We identified three themes, each with several design principles: (1) didactics; (2) professional content; and (3) conditions for optimal learning. We developed a proto-theory underpinned with underlying educational theories. Conclusions : To learn observational skills, students, facilitated by an experienced teacher, need to take the lead in their own learning process. This might imply a need for additional training for teachers. A realistic context is a precondition for learning; it might be necessary to increase possibilities for observations in clinical contexts or to invest in training for (simulated) patients as participants in education. Further research is needed to test the applicability of the design principles and a proto-theory for other professionals with a focus on observation and analysis of movements. |
