IRB Number

24-1218-151

Date of Award

Summer 7-16-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Tiffany N. Hamlett, Ph.D

Second Advisor

Angela M. Gibson, Ed.D

Abstract

Integrated clinical education (ICE) varies across Doctor of Physical Therapy (DPT) programs, particularly in the use of part-time and full-time clinical experiences. Limited research has examined relationships between ICE structure, self-efficacy, and clinical reasoning. The purpose of this quantitative ex post facto study was to examine relationships between part-time and full-time ICE models and self-efficacy and self-assessed clinical reasoning in DPT students. Survey responses were collected from DPT students who had participated in ICE experiences. Self-efficacy was measured using the Physical Therapist Self-Efficacy Scale, and self-assessed clinical reasoning was measured using the Self-Assessment of Clinical Reflection and Reasoning Scale. Independent-samples t-tests, one-way analyses of variance, and Spearman’s rank-order correlations were used to analyze the data. Results indicated no statistically significant differences in self-efficacy or self-assessed clinical reasoning between students participating in part-time and full-time ICE models. However, self-efficacy demonstrated significant increases across program years and among students with greater numbers of ICE exposures. Clinical reasoning scores did not differ significantly across ICE structure, program year, or exposure level. These findings suggest that self-efficacy may be more strongly associated with cumulative clinical exposure and developmental progression than ICE structure, whereas self-assessed clinical reasoning may be less sensitive to variations in ICE structure. These findings suggest that educational resources may be most effectively directed toward increasing the quantity and quality of clinical exposure rather than prioritizing a particular ICE format.

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