Exploring the relationship of diagnostic reasoning, self-efficacy, and clinical reasoning of physical therapy students

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Published Apr 22, 2025
DOI https://doi.org/10.52214/jcept.v7.12901

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Shala Cunningham
Department of Physical Therapy, Radford University, Roanoke, VA, USA
https://orcid.org/0000-0003-2326-778X
Matthew Kessinger
Virginia Common Wealth University – Tappahannock, Tappahannock, VA, USA
Alejandra Mott
TheraSWIM, Loveland, CO, USA
https://orcid.org/0009-0000-2319-8951
Megan Carter
Advanced Therapy Solutions, Greenville, SC, USA
Christine Plassman
Raleigh Court Rehabilitation, Roanoke, VA, USA
Madison Downs
ATI Physical Therapy, Bolingbrook, IL, USA
Blair South
AMN Healthcare, San Diego, CA, USA

Abstract

Purpose: One of the primary objectives of entry-level physical therapy education is to develop students’ clinical reasoning (CR) skills to provide optimal, patient-centered care. However, CR is a highly contextualized concept, and the assessment of CR development to ensure students have the requisite skills for safe patient care prior to clinical experiences is challenging within an education program. Self-assessment tools may provide a time-efficient opportunity to assess students’ CR development across their education. Both diagnostic reasoning and self-efficacy have been correlated with CR performance in physical therapy. This study aimed to explore the relationship between diagnostic reasoning, self-efficacy, and CR development among physical therapy students.


Methods: Diagnostic reasoning was assessed through the Diagnostic Thinking Inventory (DTI). Self-efficacy was measured by the New General Self-Efficacy (NGSE) scale and Physical Therapist Self-Efficacy (PTSE) scale. CR ability was evaluated through the Think Aloud Standardized Patient Examination (TASPE) performed during a standardized patient simulation, and scores for the CR performance criteria as assessed by clinical instructors on the Physical Therapist Clinical Performance Instrument Version 2006 (CPI).


Results: There was no correlation between self-assessment scores on the DTI, NGSE, PTSE, and CR performance assessed by faculty during a standardized patient simulation (TASPE) or clinical instructors using the midterm and final CPI during a 12-week full-time clinical experience.


Conclusion: This study was unable to identify a self-assessment tool or a student performance indicator that could accurately predict CR performance during upcoming full-time clinical experiences.

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Article Details

Keywords:
Physical Therapist Education, Clinical Reasoning, Self Efficacy
Issue
Vol. 7 (2025)
Section
Original Research Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite
Cunningham, S., Kessinger, M., Mott, A., Carter, M., Plassman, C., Downs, M., & South, C. (2025). Exploring the relationship of diagnostic reasoning, self-efficacy, and clinical reasoning of physical therapy students. The Journal of Clinical Education in Physical Therapy, 7. https://doi.org/10.52214/jcept.v7.12901