Advancing clinical reasoning skills is one of the main outcomes of postgraduate master's level (M-level) programmes approved by the Musculoskeletal Association of Chartered Physiotherapists (MACP). While, the outcomes of these programmes were investigated in multiple retrospective studies, there is a limited understanding of the learning culture that drives change. Thus, the aim was to examine the learning culture of an MACP approved programme to capture the sociocultural mediators that advanced clinical reasoning skills. An empirical longitudinal mixed-methods theory-seeking case study was conducted over a period of 18 months. Participants included seven educators and six students. Data analysis was premised on the methods of a Constructivist Grounded Theory. Gradual and progressive advancement of clinical reasoning skills was identified. A model of a culture of convergence and synergy was constructed to conceptualise the relationship between students, the programme and the wider context. It demonstrates the value of convergence and synergy in supporting professional learning. This novel conceptual understanding of advancing clinical reasoning through M-level education suggest that pedagogues need to actively seek to create a culture convergence and synergy to achieving successful learning outcomes. The context-bounded knowledge provided in the thesis aid pedagogues to better design M-level curriculums.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:768277 |
| Date | January 2018 |
| Creators | Madi, Mohammad Abdelfattah Atallah |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8702/ |
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