Effective treatment should be more than just throwing a bunch of interventions at the wall and hoping that one of them sticks. It should consist of an evidence-based intervention defined by a sound clinical reasoning process.
Clinical reasoning skills are as important as (if not more than) patient handling skills or manual techniques or clinical prediction rules. But “learning how to think” isn’t typically a college course, and the task of acquiring these skills is typically under-appreciated in both the practicing clinician and student clinician. Why spend time learning how to think when I need to spend time learning how to do?
Clinicians will often neglect the impact of their beliefs on their clinical reasoning skills. It is terribly easy to introduce a number of errors into the clinical reasoning process, and in doing so, create a situation in which “logic” and “evidence” fight a battle with “anecdote” and “beliefs”. This in turn severely limits the clinician’s ability to formulate clear hypotheses, consistent mechanical and medical diagnoses, and evidence-based treatment interventions.
Allan Besselink, PT, DPT, Ph.D., Dip.MDT has a unique voice in the world of sports, education, and health care. Read more about Allan here.
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