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Author ORCID Identifier

Jeanelle Louise D. Atienza: https://orcid.org/0009-0003-3195-2004

Kristel Mae R. Yu: https://orcid.org/0009-0008-3238-4148

Elisha Jaeriane A. Almeda: https://orcid.org/0009-0008-2099-5136

Lance O. Panganiban: https://orcid.org/0009-0009-1283-2529

Gracyl Shane Valera: https://orcid.org/0009-0006-7084-1579

Joel Isaac B. Lorenzo: https://orcid.org/0009-0006-0660-3314

Vivebonn A. Bismonte: https://orcid.org/0009-0005-7373-224X

Martin Lorenzo Rosanes: https://orcid.org/0009-0005-7373-224X

Abstract

Introduction. Clinical reasoning is a fundamental skill in physical therapy (PT), enabling practitioners to recognize patterns and enhance treatment decisions. It serves as a cornerstone of competence, guiding informed judgments and facilitating optimal patient care. This study aimed to examine the development of clinical reasoning skills among physical therapy interns in selected rehabilitation centers, provide baseline data for evaluating program quality, mentorship effectiveness, and impacts on clinical practice.

Methods. A cohort study design was employed in assessing clinical reasoning skills of 36 Bachelor of Science in Physical Therapy (BSPT) interns before and after a two-month clinical exposure. A validated, self-constructed questionnaire based on Hypothesis-Oriented Algorithm for Clinicians II (HOAC II) was utilized, reflecting its structured approach to patient management. For analyzing results, means and standard deviations were computed for both pre- and post-test scores. An analysis of variance (ANOVA) was conducted to determine significant differences at 95% confidence level (p < 0.05). A 5-point arbitrary scale was used to interpret the level of clinical reasoning, magnitude of improvement, and variance from expected outcomes.

Results. Findings revealed a statistically significant improvement in clinical reasoning skills following clinical exposure. The item “Planning Intervention” under data collection phase obtained the highest post-test mean score (M = 4.17), while “Reassessment of Anticipated Problems” recorded the highest mean (M = 3.93) in the reassessment phase. The data collection phase consistently yielded the highest mean scores in both tests.

Discussion. These results underscore the critical role of experiential learning in enhancing clinical reasoning and affirm the value of integrating structured clinical exposure in PT education. This study offers foundational evidence for academic programs and clinical educators to refine training approaches and improve future professional outcomes.

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