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Feedback collection & implementation

To make sure we’re developing a website that lives up to its purpose and works for the target group (students on the final year of their entry level diploma and novice PTs), we worked closely with our prospective users during the making of In total we had 20+ meetings with professionals, including meetings with [...]

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In this blog post we go further into why we have developed the way we have. Clinical teaching in clinical setting is at the centre of medical education. However, as the clinic is the site of practice as well as of learning, conflicts of interest often emerge (Spencer in Grant 2008)

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Resources for learning more

This post is for those of you who want to dive further into reading more about different topics related to learning and teaching clinical reasoning. Below we share the references for the literature we have spent hours after hours reading and making notes on and finally based different aspects of this project on. It is [...]

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The case studies

Many students find the HOAC II algorithm a little (or a lot) intimidating when they (us included) first see it. At first sight the algorithm may seem a little too massive and many find it hard to grasp how to apply the algorithm in practice. Our idea here on is to chop the HOAC [...]

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Why the HOAC II?

We have very good reasons to use the HOAC II as the clinical reasoning framework on Here are the most important ones: The HOAC II is a conceptual framework. As a conceptual framework it provides a logical structure and a guideline that helps PTs develop comprehensive and coherent plans…

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Why all this?

As soon-to-be physical therapists, we felt the burning need to develop our own clinical reasoning skills. Working with paper case studies was a major focus in our second year courses and we came to the conclusion that it was unnecessarily difficult to make order out of the data chaos. We had our first encounter with [...]

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