Explicit Theory-Informed Clinical Reasoning Curriculum in a Hybrid Learning Physical Therapy Program.

Area of Science:

• Medical Education
• Health Professions Education
• Physical Therapy

Background:

• Clinical reasoning (CR) is vital for healthcare professionals but often lacks explicit integration in Doctor of Physical Therapy (DPT) curricula.
• Existing DPT programs show a deficit in theory-informed CR strategies and assessment tools.

Purpose of the Study:

• To describe a systematic, four-step process for implementing CR as an explicit curricular component in an accelerated, hybrid DPT program.
• To establish a framework for teaching and assessing CR effectively within physical therapy education.

Main Methods:

• Literature review and theoretical framework identification for CR.
• Development of a programmatic definition of CR.
• Delineation of educational principles and curricular components for CR instruction and assessment.
• Faculty development for CR implementation.

Main Results:

• The described four-step process facilitated the development and approval of a new DPT program with CR as a core outcome.
• The program received state and regional approval and Candidate for Accreditation status.
• The first cohort of students was admitted in 2022, with outcomes to be reported in two years.

Conclusions:

• Explicitly integrating CR into DPT curricula is feasible and leads to program approval.
• A structured approach to CR education, including faculty development, is essential for cultivating proficient clinicians.
• High expectations for learners and a supportive educational culture foster excellence in physical therapy education.