Case-Based Learning and Reflective Thought: Increasing Clinical Diagnostic Reasoning in Physical Therapy Education

• In Event: Roundtable Session 4
  In Roundtable Session: Reflection

Abstract

The impact of case-based learning (CBL) and reflection activities on Doctor of Physical Therapy (DPT) students’ clinical diagnostic thinking using the Diagnostic Thinking Inventory (DTI) was examined. Data (N = 32) were collected from 2nd-year DPT students at three time points across one semester. The results indicated that there were no statistically significant differences between time points 1 and 2 (p > .05) before the intervention; however, from time points 2 to 3, there was a statistically significant increase in total and subscale DTI scores (p < .001 for all). Evidence from this study shows that the combination of reflection with CBL activities can lead to better clinical diagnostic thinking, which may lead to improved patient outcomes.

Authors

• Rachel Trommelen

• Aryn C. Karpinski, Kent State University - Kent

• Sheila W. Chauvin, Louisiana State University - Health Sciences Center New Orleans