Abstract
Background: Observing and analysing movement is a core component of the diagnostic process of physiotherapists and yet, little is known about how students understand the role of movement within the clinical reasoning process. In recent years, there has been an increase in research regarding the importance of movement within the reasoning process of physiotherapists. The way in which movement is observed and analysed directly impacts diagnostic and therapeutic decisions. Purpose: This purpose of this scoping review is to determine what is known about how students understand movement and the role of movement within the clinical reasoning process. Methods: A systematic search of the databases CINAHL, ERIC, GALE, PubMed, MEDLINE and SCOPUS between the years of 2011 and 2021 was conducted by the author. Reference lists of included studies were also scanned. Studies were included if they discussed the concept of movement in relation to the clinical reasoning process, how students learn to clinically reason, or how physiotherapists incorporate movement into their reasoning processes, and qualitative data analysis was undertaken. Results: Ten articles remained after the screening processes. Data was extracted, by one reviewer, into a template that included the characteristics of each paper and four key themes were developed in order to answer the research question. These themes will be discussed further throughout this review. Conclusion: The findings of this review suggest that there is limited evidence regarding how students understand movement within the clinical reasoning process. Further research on this topic is important for the physiotherapy profession, academics and clinical educators as it might demonstrate a gap in the way that clinical reasoning is currently taught and could create a shift in the way movement is considered as a component of the clinical reasoning process.
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