Pedagogical Dimensions of Patient Encounters : A Qualitative Study of Physiotherapists’ Reasoning on Patients’ Learning and Their Own Pedagogical Development

This essay aims to contribute to the understanding of physiotherapists' reasoning about educational dimensions of patient encounters and their reasoning about their own learning concerning educational communication. The study is based on a qualitative approach where data collection is done with semi-structured interviews with 9 professional physiotherapists. The data analysis is performed thematically according to Braun and Clarke's (2006) 6 step model for thematic analysis and the theoretical basis for discussion of the results is Illeris's (2003) three dimensions of learning. The results are structured into four overarching themes which are titled The patient in focus, The context of communication, Learning, development and transformation and The educational toolbox. The four themes can all be linked both to the physiotherapists' reasoning about their approach in patient encounters and to reasoning about their own learning regarding educational and communicative development. The essay reaches the conclusion that physiotherapists' reasoning about the educational dimensions of their practice is characterized by a relational and process-oriented approach where communication is multisensory and the supportive role of the physiotherapist is progressively phased out to facilitate patients’ transition towards independent rehabilitation. Their own learning is considered to be based on both formal education and practical experience, with particular emphasis on the importance of the patient encounter. Educational development is described as occurring in close interaction between the development of profession-specific knowledge and interpersonal communication skills.