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dc.contributor.authorReilly, Michelleen_US
dc.contributor.authorFurze, Jenniferen_US
dc.date.accessioned2020-02-06T15:50:11Z
dc.date.available2020-02-06T15:50:11Z
dc.date.issued2018-10-26
dc.identifier.otherposter 10
dc.identifier.urihttp://hdl.handle.net/10504/125982
dc.description.abstractPhysical therapists are expected to apply advanced clinical reasoning (CR) skills to manage simple and complex cases even at entrance into the profession. It is the responsibility of the academic program to facilitate and assess these skills to prepare students for this expectation. The physical therapy department is committed to the development of clinical reasoning skills throughout the curriculum which has resulted in curriculum modifications and the development and implementation of a clinical reasoning grading rubric (CRGR). These changes incited a need to assess their impact on student learning and performance related to clinical reasoning. The purpose of this poster is to describe the modifications in assessment of student clinical reasoning skills as a result of greater emphasis to incorporate facilitation of clinical reasoning in the curriculum.en_US
dc.language.isoen_USen_US
dc.publisherCreighton University, Office of Academic Excellence and Assessmenten_US
dc.subject.otherPosteren_US
dc.titleExpanded Assessment of Clinical Reasoning Skills in Physical Therapist Students (poster 10)en_US
dc.typePoster
dc.publisher.locationOmaha, Nebraskaen_US
dc.title.workAssessment Symposium, Fall 2018en_US
dc.date.day26
dc.date.year2018
dc.date.monthOctober


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