A Creative Medical Investigation: Bridging the Soft Skill Gap

Autor/inn/en	Wood, Tyler A.; Grahovec, Nicholas E.; Sanfilippo, Catrina M.; Hill, Christopher; Gockel-Blessing, Elizabeth A.
Titel	A Creative Medical Investigation: Bridging the Soft Skill Gap
Quelle	In: International Journal of Kinesiology in Higher Education, 7 (2023) 3, S.219-230 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Tyler A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2022.2113347
Schlagwörter	Soft Skills; Skill Development; Athletics; Training; Investigations; Student Attitudes; Thinking Skills; Clinical Experience; Case Method (Teaching Technique); College Students + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Leichtathletik; Ausbildung; Untersuchung; Schülerverhalten; Denkfähigkeit; Case method; Fallmethode; Collegestudent
Abstract	The refinement of soft skills is essential to the success of athletic training students. Yet, more work is needed to identify desirable educational techniques to support the progression of soft skills in athletic training education. The current study identified professional athletic training students' (10 students; 21.2 ± 2.1 years) perceptions of the five-part creative medical investigation (CMI) and described how the CMI could contribute to clinical reasoning, collaboration, and reflection, along with integrating soft skills with hard skills. The consensual qualitative research (CQR) approach utilized semi-structured interviews after the five CMI parts. Three qualitative researchers conducted CQR analysis after all interviews were complete. The researchers independently coded the interview transcripts and met to triangulate common themes; member checks were conducted to validate the findings. A 10-month follow-up survey evaluated the long-term effects of the CMI on selected subdomains of clinical reasoning. Five themes were identified from the consensual qualitative analysis. This CMI (1) Facilitated clinical reasoning, (2) Encouraged collaboration and reflection, (3) Promoted soft and hard skill integration, (4) Improved student confidence, (5) Enjoyed by the students. The follow-up survey indicated that students agreed (4.1-4.5 out of 5) this CMI leads to improvement in clinical reasoning subdomains. The current CMI facilitated desirable soft skills and integrated soft skills with hard skills through an enjoyable experience. Thus, the CMI might be a desirable educational technique with long-term implications to support the progression of soft skills in health care education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01