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Chris Sebelski's Personal Meeting Room - Shared screen with speaker view
Matt
23:04
Hi I'm Matt Walk from Incarnate Word as well
Deanna
23:56
Got it. Sorry about that.
Chris Sebelski
25:32
Hello Everyone, you should be able to see FIgure 1 on the screen.
gmj61838
29:58
What do you think is the role of collaboration and collaborative clinical reasoning for PT?
franktudini
31:17
Hi Chris, I have a question. We currently have reflection as part of our practical and OSCE exams but I have always had a hard time on grading or assessing the student responses. How do you incorporate the reflection into grading if at all? Thank you!
Ken Kosior
33:11
In a recent article in Time magazine: “The Health Care Industry Needs to Be More Honest About Medical Errors” talks about the lack of progress over last 20 years in medicine in addressing medical errors. What are your thoughts on Dual-Processing in helping the PT profession move the needle and develop a “competency” in clinical decision making?
Jaime González
33:27
This is readily applicable to the diagnostic process but to what extent does/should dual processing impact clinical reasoning on the intervention side?
Mike Obert
37:00
Jaime - I was thinking along the same lines. There should be constant evaluation and re-evaluation even during and after our interventions we provide to determine if we were effective or not. But along those same lines, it sounds like the discussion on medical errors is more related to the diagnostic process. I'm also curious if the research referenced on dual-processing with the health professions is more focused on the diagnostic side or throughout the whole course of exam, eval and treatment.
Matt
46:08
As educators, what cues should we look for to bump students out of thier non-alalytic thinking and into Type 2 thinking. And when should we encourage them to get out of "analysis paralysis" and try to use Type 1 processing?
Lisa Dehner
51:31
Based on your work, it seems as though you might emphasize using Self Reflection/insight Scale (SRIS) over another tool (e.g. California Critical Thinking Disposition Inventory) to help “diagnose” their current level of critical thinking/reasoning OR do you support diagnosis only during class/lab and practical scenarios
Mike Obert
58:55
I think the dual-processing theory could potentially be great to introduce early on in a DPT curriculum to get the students to think about how to think. And you gave some examples of how you use this in the didactic portion with your students. However, early in the didactic portion of a program, I feel as PT educators, we are teaching pattern recognition for the diagnostic process in order to develop those illness scripts. While we may present cases to the students that have multiple potential diagnoses, do you think the actual practice of the dual-processing would take place more in the clinical setting where that actually see patients and start to learn those illness scripts? And would you have any suggestions or strategies for assisting our clinical instructors in facilitating this process?
Chris Sebelski
01:04:09
https://acapt.org/about/our-leadership/consortium/clinical-reasoning-curricula-assessment