Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors

Abstract

Introduction: Teaching clinical reasoning to physiotherapy students is essential for preparing them to work effectively with patients. Objective: This qualitative study aimed to explore the experiences and perceptions of clinical supervisors of teaching clinical reasoning in gerontological physiotherapy. Methods: Australian-based clinical supervisors for student placements in gerontological physiotherapy (n = 9) participated in individual semi-structured interviews via videoconferencing. Data were analyzed using Braun and Clark’s reflexive thematic analysis. Results: Four themes were developed from the data: 1) Preparedness for placement: students and supervisors; 2) Dynamic placement adapta..