Fostering Clinical-Reasoning Skills in Physical Therapist Students Through an Interactive Learning Module Designed in the Moodle Learning Management System

Abstract

Background and Purpose. Clinical reasoning is the decision-making process used by clinicians to determine the appropriate examination and treatment interventions. It is a critical component of the education of physical therapist (PT) students, but there is limited evidence on the best method for fostering clinical reasoning in PT students. This case presents a unique use of the learning management system (LMS), Moodle, for the creation of a clinical reasoning learning activity. Case Description. The faculty developed a clinical-reasoning lesson using the Moodle LMS. This activity included a videotape of a patient interview, a series of guided questions, a literature search and article review, and the development of a home exercise program using an Internet-based program. The students were surveyed both before and after the educational intervention using the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and after using an instructor-developed survey specific to the activity itself. Outcomes. The results of the SACRR demonstrated a statistically significant change in 17 of the 26 items measuring students’ self-assessment of their clinical reasoning. Student comments from the instructor-developed survey demonstrated overall student satisfaction with use of the Moodle lesson for the delivery of the clinical-reasoning lesson. Discussion and Conclusion. The use of the interactive, guided clinical-reasoning lesson appeared to foster the development of PT students’ self-perceived clinical-reasoning skills in the examination, evaluation, and treatment of patients receiving physical therapy services.