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Clinical reasoning refers to the cognitive processes or thinking used in the evalua- Mark A Jones
tion and management of a patient. In this article, clinical reasoning research
and expert-novice studies are examined to provide insight into the growing un-
derstanding of clinical reasoning and the nature of expertise. Although
bypothetic~deductivemethod of reasoning are used by clinicians at all leuels of
experience, experts appear to poses a superior otganization of knowledge. Ex-
perts oflen reach a diagnosis based on pure pattern recognition of clinical pat-
terns. With a n atypical problem, however, the expert, like the novice, appears to
rely more on bypotheticedeductive clinical reasoning. Five categories of hypothe-
ses are pmposed for physical therapists wing a bypothetico-deductivemethod of
clinical reasoning. A model of the clinical reasoning proces for physical therapists
is presented to bring attention to the hypothesisgeneration, testing, and modijica-
tion that I feel should take place through all aspects of the patient encounter.
Examples of common errors in clinical reasoning are highlighted, and sugges-
tionsfor facilitating clinical reasoning in our students are made. [JonesMA.
Clinical reasoning in manual therapy. Pbys Ther 1992;72:875-884.]
There is an increasing demand for observations and the hypotheses are are increasing,'-5 research in clinical
accountability of physical therapists then tested through subsequent data reasoning within physical therapy is
from within the profession as well as collection and modified as a result of still sparse.- Considerable research,
outside, including funding agencies, the outcome of the test. Similarly, however, has been conducted in the
competing health practitioners, and physical therapists should b e taught to area of thinkingkeasoning and the
the increasingly more health con- use clinical reasoning skills in their nature of expertise in such diverse
scious consumer. This demand is met examination and management of fields as medicine, nursing, psychol-
in part by the profession's ongoing patients. But what reasoning skills ogy, artificial intelligence, program-
efforts to teach and conduct scientific should we teach? And how should ming, law, mathematics, engineering,
inquiry with the aim of improving this be balanced against the teaching and physics.S13This article will
and validating physical therapy prac- of knowledge? Understanding the briefly highlight research findings that
tice. Equally important, physical thera- cognitive components of clinical rea- provide insight into the growing un-
pists must apply the methods of scien- soning and in particular the differenti- derstanding of clinical reasoning and
tific inquiry to the examination and ating features between experts and the nature of expertise relevant to
management of patient problems. novices should enable us to critically physical therapy. Although further
Accountability sufferswhen therapists evaluate our own reasoning and de- research is needed to clarify the na-
unquestioningly follow examination sign educational activities to facilitate ture of clinical reasoning, the majority
and treatment routines without con- improved reasoning. of clinical reasoning literature sug-
sidering and exploring alternatives. gests that expert clinicians have a
Scientific reasoning often includes the Although theoretical discussions and highly developed organization of
hypothetico-deductive method, in educational suggestions on aspects of knowledge and use a hypothetico-
which hypotheses are generated from clinical reasoning in physical therapy deductive method in their clinical
reasoning.14 A model of a clinical
reasoning process for physical thera-
-
pists is presented that emphasizes a
MA Jones, PT, is Cwrdinator, Post Graduate Manipulative Physiotherapy Programmes, School of hypothesis testing approach to clinical
Physiotherapy, University of South Australia, North Terrace, Adelaide, South Australia, Australia
5000. reasoning. Clinical reasoning that is
dered series of steps for reassessing ing management. I have also Maitland**~~9 uses the phrase "make
the effects of the treatment imple- attempted to depict the cyclical char- the features fit" to encourage thera-
mented. This algorithm is useful in acter of the clinical reasoning process pists to inquire in the mode de-
teaching the hypothetico-deductive and to highlight key factors that influ- scribed here where information is
method of clinical reasoning and ence the various phases of clinical interpreted for its support or "fit"
assisting clinicians in recognizing reasoning. The process begins with with existing information (ie, working
when their actions have not been the therapist's obsavation and inter- hypotheses). When features do not fit,
logically formulated. pretation of initial cues from the or in this terminology your hypothe-
patient. Even in the opening moments sis is not supported by the new infor-
I have adapted a diagram from Bar- of greeting a patient, the therapist will mation, further inquiry is needed. For
rows and Tamblyn48 to depict the observe specific cues such as the example, an impingement of either
clinical reasoning process of physical patient's age, appearance, facial ex- contractile o r noncontractile struc-
therapists (Figure). This is not a sub- pressions, movement patterns, resting tures may be considered in the pa-
stitute for the hypothesis-oriented posture, and any spontaneous com- tient I have described. If further ques-
algorithm of Rothstein and Echter- ments. These initial cues from the tioning revealed that the patient had
nach.3.47 Rather, this model is pre- patient should cause the therapist to no difficulty lifting any weight below
sented to bring attention to the hy- develop an iniiial concept of the 90 degrees while movements across
pothesis generation, testing, and problem that includes prelimina y the body into horizontal flexion were
modification that I feel should take working hypotheses for consideration limited by the anterior pain, this
place through all aspects of the pa- through the rest of the examination would not, in my view, support a
tient encounter including the inter- and throughout ongoing management contractile tissue lesion but would
view, physical examination, and ongo- of the patient. For example, if the implicate an impingement of noncon-
tractile structures or an acromioclavic-
of limited hypotheses and insufficient attention to clinical reasoning skills ing clinical reasoning ~kills.67~68,7-1
sampling where anything that has any has presumably always been inherent
resemblance to a standard pattern will in our physical therapy education, Learning the hypothesis testing ap-
be seen as that pattern. For example, there has been a more recent interest proach also enables students to con-
the information that a patient has pain in providing more formal and focused tinue to learn beyond their formal
in the area of the greater trochanter learning experiences specifically education. Rather than relying on a
aggravated by functional movements aimed at facilitating clinical reasoning text or more experienced colleague
involving flexion or adduction of the in physical therapy students.*.5aGS69 to learn new clinical patterns, the
hip may cause some therapists to therapist who actively reasons
hypothesize the existence of a "hip Facilitating students' clinical reasoning through and reflects on patient prob-
joint" disorder. Limiting one's hypoth- requires making them aware of their lems will continually challenge exist-
eses to what may appear to be the own reasoning process and designing ing patterns and in the process ac-
most obvious hypothesis without learning experiences that promote all quire new ones.
pursuing additional supporting o r aspects of the clinical reasoning pro-
negating evidence prevents the thera- cess while exposing the errors in Summary
pist from ever learning the pattern of reasoning that occur. This requires
other disorders that may share fea- access to students' thoughts and feed- Early research in medical education
tures with a disorder of the hip (eg, back on thinking processes. That is, provided a picture of a clinical rea-
lumbar spine, sacroiliac joint, adverse students should be taught to think soning process that was hypothetico-
neural tissue tension) or the full and to think about their thinking.70 deductive and universally applied by
range of presentations a hip joint This can be achieved by promoting clinicians at all levels of experience.
disorder can manifest. students' use of reflection to encour- The differentiating feature of expert
I age awareness and promote integra- diagnosticians and novices appears to
Implkatlons for Physkal tion of existing versus new knowl- lie in their organization of knowl-
Therapists edge. When combined with a better edge. Experts have a superior organi-
awareness of one's own cognitive zation of knowledge that enables
Physlcal Therapy Research in processes (ie, metacognition), the them to reason inductively in a form
Cllnlcal Reasoning students' processing of information is of pattern recognition. When con-
enhanced and clinical reasoning is fronted with unfamiliar problems, the
Consideration of the clinical reason- facilitated. Learning experiences to expert, like the novice, will rely on
ing literature outside of physical ther- facilitate clinical reasoning using both the more basic hypothesis testing
apy assists in developing an under- reflection and metacognition are approach to clinical reasoning.
standing of this topic while providing described else~here.5~71
educational and clinical extrapolations Research to better understand the
to our profession. Debate continues The process of reasoning should not, clinical reasoning and nature of ex-
in the medical literature, however, in my view, be addressed to the ne- pertise in physical therapy can assist
regarding the nature of expertise and glect of knowledge. Rather, facilitating us in designing learning experiences
the appropriate methodology to use the clinical reasoning process will to facilitate clinical reasoning. Clinical
in research.4015-3 Although some assist the students' acquisition of reasoning is now being given specific
evidence does exist suggesting that knowledge. In turn, good organiza- attention in some physical therapy
medical and physical therapy clinical tion of knowledge leads to better education programs. The aims of
reasoning processes are similar,- the clinical reasoning. The importance of these programs should be to increase
potential differences in medical and one's organization of knowledge is students' awareness of their clinical