Integrated clinical experience with concurrent problem-based learning is associated with increased clinical reasoning of physical therapy students in the United States.

ABSTRACT: Clinical reasoning (CR) is a key learning domain for physical therapy educators and core skill for entry level practitioners. Integrated clinical experiences (ICE) and problem-based learning (PBL) are each reported to improve interpersonal and social domains, while promoting knowledge acquisition and clinical reasoning. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesize that an ICE with concurrent PBL is associated with increased self-reported CR in third year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning, and end of their third and final year of didactic training. Between pretest and

SUBMITTER: Willis BW 

PROVIDER: S-EPMC6354052 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature