Professionalism and Safety of DPT Students in First, Full-Time Clinical Experiences: Accelerated Hybrid versus Traditional Programs.

Purpose: Doctor of Physical Therapy (DPT) education continues to progress with contemporary content and innovative teaching methods. The purpose of this study was to examine clinical assessment data from the Physical Therapist Clinical Performance Instrument (PT-CPI) focused on professionalism and safety in an initial clinical experience between an accelerated-hybrid and traditional DPT program.

Methods: A retrospective analysis was performed on mid-term and final Safety, Professional Behavior, and Communication PT-CPI scores of each program's first clinical experience.

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

Despite agreement among educators that clinical reasoning (CR) is an essential skill for health care professionals, use of explicit, theory-informed CR strategies and tools are lacking in Doctor of Physical Therapy (DPT) educational programs. The purpose of this commentary is to describe a four-step process whereby CR is implemented as an explicit curricular component in an accelerated, hybrid DPT program. Our process utilized four steps: 1) Identifying relevant literature and theories that informed our current understanding of CR, 2) Creating a programmatic definition of CR, 3) Delineating educational principles and curricular components that operationalize the teaching and assessment of CR, and 4) Developing the faculty to implement CR in the curriculum.