Gina Maria Musolino, PT, DPT, MSEd, EdD, is Founding Program Director and Clinical Professor, Doctor of Physical Therapy Program with the Department of Kinesiology & Community Health, College of Applied Health Sciences, The University of Illinois at Urbana–Champaign, Champaign, Illinois. She received her BS in Physical Therapy from Washington University School of Medicine (WUMS PT) Program in Physical Therapy (St. Louis, Missouri); her MSEd from Southwest Baptist University (Bolivar, Missouri); her EdD with specialization in Curriculum Design, Development and Evaluation from Nova Southeastern University (NSU), Fischler College of Education (Ft. Lauderdale, Florida); and her post-professional Doctor of Physical Therapy (DPT) degree from Utica College (Utica, New York). Dr. Musolino has over 25 years as a physical therapy educator, director of clinical education, expert, and educational consultant.Dr. Musolino was honored with the prestigious American Physical Therapy Association (APTA) Lucy Blair National Service Award (2012) for service of Exceptional Value to the Association. Dr. Musolino’s published works focus on the scholarship of teaching and learning with focused explorations of professionalism, service learning, cultural competence, clinical reasoning, health policy leadership, and clinical education. Dr. Musolino has served on several voluntary boards in support of the health professions. She was elected for 12 years of Board leadership with the APTA APTE (formerly Education Section), two 4-year terms each as President, Vice-President, and Director-at-Large for Promotion.Gail M. Jensen, PT, PhD, FAPTA, FNAP, is Dean, Graduate School and College of Professional Studies and Vice Provost for Learning and Assessment, Professor of Physical Therapy, and Faculty Associate for Center of Health Policy and Ethics at Creighton University in Omaha, Nebraska. She holds a BS in Education from the University of Minnesota, MA in physical therapy, and a PhD in educational evaluation both from Stanford University. Dr. Jensen served as principal investigator for the research on Physical Therapist Education for the Twenty First Century (PTE-21): Innovation and Excellence in Physical Therapist Academic and Clinical Education, that is the focus a 2019 SLACK Incorporated publication, Educating Physical Therapists. Dr. Jensen is a qualitative researcher well known for her scholarly publications related to expert practice, clinical reasoning, professional ethics, educational theory, and interprofessional education and practice. During her career she has held faculty appointments at Stanford University, Temple University, The University of Alabama at Birmingham, and Samuel Merritt University, and she was a part of the founding faculty of the first clinical doctoral program in physical therapy at Creighton University. She has coauthored/edited several books, including the Third Edition of Handbook of Teaching for Physical Therapists; Leadership in Interprofessional Health Education and Practice; Realising Exemplary Practice-Based Education; Expertise in Physical Therapy Practice, Second Edition; Educating for Moral Action: A Sourcebook in Health and Rehabilitation Ethics; and most recently, Clinical Reasoning in the Health Professions, Fourth Edition.

" I recommend this text as an educational resource in both clinical and academic settings . . . This text has provided me a new complement of concepts and tools to employ."—Jennifer Miller, PT, DPT, CLT, WCS, Journal of Women's Health Physical Therapy

• Dedication Acknowledgments About the Editors Contributing Authors Foreword by Edelle [Edee] Field-Fote, PT, PhD, FAPTA Section I Theoretical Foundations: Guiding Practice for the Profession Chapter 1 Clinical Reasoning: Why It Matters Chapter 2 Teaching Clinical Reasoning: Lessons Learned in Medical Education Chapter 3 Self-Assessment and Reflective Practice: Evolutions for Clinical Reasoning Chapter 4 Expertise in Clinical Reasoning: Uncovering the Role of Context Chapter 5 From Ethical Reasoning to Ethical Action Chapter 6 Clinical Reasoning and Decision-Making: An Abridged Literature Review Chapter 7 Andragogy: Health Professions Clinical Reasoning Transitioning From Novice to Expert Section II Clinical Reasoning: Teaching, Learning, and Assessment Chapter 8 A Curricular Perspective on Teaching Clinical Reasoning in Entry-Level Education Chapter 9 Patterns of Clinical Reasoning Development in Entry-Level Physical Therapist Students Chapter 10 The Clinical Reasoning and Reflection Tool: Clinical Application for Clinical Decision-Making Chapter 11 Using a Comprehensive Framework to Assess Clinical Reasoning Chapter 12 Using a Structured and Evidence-Based Approach to Remediate Clinical Reasoning: A Case Report Summary Chapter 13 Clinical Reasoning Using System 1 and System 2 Modeling Chapter 14 The Relevance of Metacognition for Clinical Reasoning Chapter 15 Facilitation of Clinical Reasoning: Teaching and Learning Strategies Across the Continuum of Learners Chapter 16 Assessment of Clinical Reasoning: Strategies Across the Continuum of Professional and Post-Professional Physical Therapy Education Chapter 17 The Role of Standardized Tests in Assessing Clinical Reasoning and Critical Thinking Chapter 18 Developing Clinical Reasoning and Decision-Making Skills: Simulations and Debriefing Chapter 19 Capturing Teachable Moments: Developing Clinical Problem-Solving of the Physical Therapist Assistant Section III Clinical Reasoning: Research, Innovation, and Best Practice Exemplars Chapter 20 Developing a Successful Clinical Approach: The Collaborative Partnership of the Physical Therapist–Physical Therapist Assistant Team Chapter 21 A Three-Dimensional Model for Developing Clinical Reasoning Across the Continuum of Physical Therapist Education Chapter 22 Responding to the Call: Measuring Critical Thinking in Physical Therapist Education Chapter 23 Telehealth: An Innovative Educational and Instructional Strategy to Develop Clinical Decision-Making in Physical Therapist Practice Chapter 24 Mobile-Based Instructional Scaffolding: A Developmental Tool for Facilitating Physical Therapist Student Clinical Reasoning Chapter 25 Promoting Clinical Reasoning Within Clinical Teaching in Post-Professional Residency and Fellowship Programs Chapter 26 Evolving Expertise in Evidence-Based Practice With Contemporary Clinical Reasoning Chapter 27 Early Career Faculty Development: Maximizing Social Capital for Meaningful Clinical Reasoning Chapter 28 The Director of Clinical Education Leading the Way: Facilitating Clinical Reasoning and Clinical Problem-Solving With the Clinical Education Team With Case Exemplars Chapter 29 Reflection as a Clinical Decision-Making Tool: Navigating a Challenging Mentoring Situation—A Case Report Analysis Acronyms Financial Disclosures Index

Gina Maria Musolino, PT, DPT, MSEd, EdD, is Founding Program Director and Clinical Professor, Doctor of Physical Therapy Program with the Department of Kinesiology & Community Health, College of Applied Health Sciences, The University of Illinois at Urbana–Champaign, Champaign, Illinois. She received her BS in Physical Therapy from Washington University School of Medicine (WUMS PT) Program in Physical Therapy (St. Louis, Missouri); her MSEd from Southwest Baptist University (Bolivar, Missouri); her EdD with specialization in Curriculum Design, Development and Evaluation from Nova Southeastern University (NSU), Fischler College of Education (Ft. Lauderdale, Florida); and her post-professional Doctor of Physical Therapy (DPT) degree from Utica College (Utica, New York). Dr. Musolino has over 25 years as a physical therapy educator, director of clinical education, expert, and educational consultant.Dr. Musolino was honored with the prestigious American Physical Therapy Association (APTA) Lucy Blair National Service Award (2012) for service of Exceptional Value to the Association. Dr. Musolino’s published works focus on the scholarship of teaching and learning with focused explorations of professionalism, service learning, cultural competence, clinical reasoning, health policy leadership, and clinical education. Dr. Musolino has served on several voluntary boards in support of the health professions. She was elected for 12 years of Board leadership with the APTA APTE (formerly Education Section), two 4-year terms each as President, Vice-President, and Director-at-Large for Promotion.Gail M. Jensen, PT, PhD, FAPTA, FNAP, is Dean, Graduate School and College of Professional Studies and Vice Provost for Learning and Assessment, Professor of Physical Therapy, and Faculty Associate for Center of Health Policy and Ethics at Creighton University in Omaha, Nebraska. She holds a BS in Education from the University of Minnesota, MA in physical therapy, and a PhD in educational evaluation both from Stanford University. Dr. Jensen served as principal investigator for the research on Physical Therapist Education for the Twenty First Century (PTE-21): Innovation and Excellence in Physical Therapist Academic and Clinical Education, that is the focus a 2019 SLACK Incorporated publication, Educating Physical Therapists. Dr. Jensen is a qualitative researcher well known for her scholarly publications related to expert practice, clinical reasoning, professional ethics, educational theory, and interprofessional education and practice. During her career she has held faculty appointments at Stanford University, Temple University, The University of Alabama at Birmingham, and Samuel Merritt University, and she was a part of the founding faculty of the first clinical doctoral program in physical therapy at Creighton University. She has coauthored/edited several books, including the Third Edition of Handbook of Teaching for Physical Therapists; Leadership in Interprofessional Health Education and Practice; Realising Exemplary Practice-Based Education; Expertise in Physical Therapy Practice, Second Edition; Educating for Moral Action: A Sourcebook in Health and Rehabilitation Ethics; and most recently, Clinical Reasoning in the Health Professions, Fourth Edition.

" I recommend this text as an educational resource in both clinical and academic settings . . . This text has provided me a new complement of concepts and tools to employ."—Jennifer Miller, PT, DPT, CLT, WCS, Journal of Women's Health Physical Therapy

• Dedication Acknowledgments About the Editors Contributing Authors Foreword by Edelle [Edee] Field-Fote, PT, PhD, FAPTA Section I Theoretical Foundations: Guiding Practice for the Profession Chapter 1 Clinical Reasoning: Why It Matters Chapter 2 Teaching Clinical Reasoning: Lessons Learned in Medical Education Chapter 3 Self-Assessment and Reflective Practice: Evolutions for Clinical Reasoning Chapter 4 Expertise in Clinical Reasoning: Uncovering the Role of Context Chapter 5 From Ethical Reasoning to Ethical Action Chapter 6 Clinical Reasoning and Decision-Making: An Abridged Literature Review Chapter 7 Andragogy: Health Professions Clinical Reasoning Transitioning From Novice to Expert Section II Clinical Reasoning: Teaching, Learning, and Assessment Chapter 8 A Curricular Perspective on Teaching Clinical Reasoning in Entry-Level Education Chapter 9 Patterns of Clinical Reasoning Development in Entry-Level Physical Therapist Students Chapter 10 The Clinical Reasoning and Reflection Tool: Clinical Application for Clinical Decision-Making Chapter 11 Using a Comprehensive Framework to Assess Clinical Reasoning Chapter 12 Using a Structured and Evidence-Based Approach to Remediate Clinical Reasoning: A Case Report Summary Chapter 13 Clinical Reasoning Using System 1 and System 2 Modeling Chapter 14 The Relevance of Metacognition for Clinical Reasoning Chapter 15 Facilitation of Clinical Reasoning: Teaching and Learning Strategies Across the Continuum of Learners Chapter 16 Assessment of Clinical Reasoning: Strategies Across the Continuum of Professional and Post-Professional Physical Therapy Education Chapter 17 The Role of Standardized Tests in Assessing Clinical Reasoning and Critical Thinking Chapter 18 Developing Clinical Reasoning and Decision-Making Skills: Simulations and Debriefing Chapter 19 Capturing Teachable Moments: Developing Clinical Problem-Solving of the Physical Therapist Assistant Section III Clinical Reasoning: Research, Innovation, and Best Practice Exemplars Chapter 20 Developing a Successful Clinical Approach: The Collaborative Partnership of the Physical Therapist–Physical Therapist Assistant Team Chapter 21 A Three-Dimensional Model for Developing Clinical Reasoning Across the Continuum of Physical Therapist Education Chapter 22 Responding to the Call: Measuring Critical Thinking in Physical Therapist Education Chapter 23 Telehealth: An Innovative Educational and Instructional Strategy to Develop Clinical Decision-Making in Physical Therapist Practice Chapter 24 Mobile-Based Instructional Scaffolding: A Developmental Tool for Facilitating Physical Therapist Student Clinical Reasoning Chapter 25 Promoting Clinical Reasoning Within Clinical Teaching in Post-Professional Residency and Fellowship Programs Chapter 26 Evolving Expertise in Evidence-Based Practice With Contemporary Clinical Reasoning Chapter 27 Early Career Faculty Development: Maximizing Social Capital for Meaningful Clinical Reasoning Chapter 28 The Director of Clinical Education Leading the Way: Facilitating Clinical Reasoning and Clinical Problem-Solving With the Clinical Education Team With Case Exemplars Chapter 29 Reflection as a Clinical Decision-Making Tool: Navigating a Challenging Mentoring Situation—A Case Report Analysis Acronyms Financial Disclosures Index

Gina Maria Musolino, PT, DPT, MSEd, EdD, is Founding Program Director and Clinical Professor, Doctor of Physical Therapy Program with the Department of Kinesiology & Community Health, College of Applied Health Sciences, The University of Illinois at Urbana–Champaign, Champaign, Illinois. She received her BS in Physical Therapy from Washington University School of Medicine (WUMS PT) Program in Physical Therapy (St. Louis, Missouri); her MSEd from Southwest Baptist University (Bolivar, Missouri); her EdD with specialization in Curriculum Design, Development and Evaluation from Nova Southeastern University (NSU), Fischler College of Education (Ft. Lauderdale, Florida); and her post-professional Doctor of Physical Therapy (DPT) degree from Utica College (Utica, New York). Dr. Musolino has over 25 years as a physical therapy educator, director of clinical education, expert, and educational consultant.Dr. Musolino was honored with the prestigious American Physical Therapy Association (APTA) Lucy Blair National Service Award (2012) for service of Exceptional Value to the Association. Dr. Musolino’s published works focus on the scholarship of teaching and learning with focused explorations of professionalism, service learning, cultural competence, clinical reasoning, health policy leadership, and clinical education. Dr. Musolino has served on several voluntary boards in support of the health professions. She was elected for 12 years of Board leadership with the APTA APTE (formerly Education Section), two 4-year terms each as President, Vice-President, and Director-at-Large for Promotion.Gail M. Jensen, PT, PhD, FAPTA, FNAP, is Dean, Graduate School and College of Professional Studies and Vice Provost for Learning and Assessment, Professor of Physical Therapy, and Faculty Associate for Center of Health Policy and Ethics at Creighton University in Omaha, Nebraska. She holds a BS in Education from the University of Minnesota, MA in physical therapy, and a PhD in educational evaluation both from Stanford University. Dr. Jensen served as principal investigator for the research on Physical Therapist Education for the Twenty First Century (PTE-21): Innovation and Excellence in Physical Therapist Academic and Clinical Education, that is the focus a 2019 SLACK Incorporated publication, Educating Physical Therapists. Dr. Jensen is a qualitative researcher well known for her scholarly publications related to expert practice, clinical reasoning, professional ethics, educational theory, and interprofessional education and practice. During her career she has held faculty appointments at Stanford University, Temple University, The University of Alabama at Birmingham, and Samuel Merritt University, and she was a part of the founding faculty of the first clinical doctoral program in physical therapy at Creighton University. She has coauthored/edited several books, including the Third Edition of Handbook of Teaching for Physical Therapists; Leadership in Interprofessional Health Education and Practice; Realising Exemplary Practice-Based Education; Expertise in Physical Therapy Practice, Second Edition; Educating for Moral Action: A Sourcebook in Health and Rehabilitation Ethics; and most recently, Clinical Reasoning in the Health Professions, Fourth Edition.

" I recommend this text as an educational resource in both clinical and academic settings . . . This text has provided me a new complement of concepts and tools to employ."—Jennifer Miller, PT, DPT, CLT, WCS, Journal of Women's Health Physical Therapy

• Dedication Acknowledgments About the Editors Contributing Authors Foreword by Edelle [Edee] Field-Fote, PT, PhD, FAPTA Section I Theoretical Foundations: Guiding Practice for the Profession Chapter 1 Clinical Reasoning: Why It Matters Chapter 2 Teaching Clinical Reasoning: Lessons Learned in Medical Education Chapter 3 Self-Assessment and Reflective Practice: Evolutions for Clinical Reasoning Chapter 4 Expertise in Clinical Reasoning: Uncovering the Role of Context Chapter 5 From Ethical Reasoning to Ethical Action Chapter 6 Clinical Reasoning and Decision-Making: An Abridged Literature Review Chapter 7 Andragogy: Health Professions Clinical Reasoning Transitioning From Novice to Expert Section II Clinical Reasoning: Teaching, Learning, and Assessment Chapter 8 A Curricular Perspective on Teaching Clinical Reasoning in Entry-Level Education Chapter 9 Patterns of Clinical Reasoning Development in Entry-Level Physical Therapist Students Chapter 10 The Clinical Reasoning and Reflection Tool: Clinical Application for Clinical Decision-Making Chapter 11 Using a Comprehensive Framework to Assess Clinical Reasoning Chapter 12 Using a Structured and Evidence-Based Approach to Remediate Clinical Reasoning: A Case Report Summary Chapter 13 Clinical Reasoning Using System 1 and System 2 Modeling Chapter 14 The Relevance of Metacognition for Clinical Reasoning Chapter 15 Facilitation of Clinical Reasoning: Teaching and Learning Strategies Across the Continuum of Learners Chapter 16 Assessment of Clinical Reasoning: Strategies Across the Continuum of Professional and Post-Professional Physical Therapy Education Chapter 17 The Role of Standardized Tests in Assessing Clinical Reasoning and Critical Thinking Chapter 18 Developing Clinical Reasoning and Decision-Making Skills: Simulations and Debriefing Chapter 19 Capturing Teachable Moments: Developing Clinical Problem-Solving of the Physical Therapist Assistant Section III Clinical Reasoning: Research, Innovation, and Best Practice Exemplars Chapter 20 Developing a Successful Clinical Approach: The Collaborative Partnership of the Physical Therapist–Physical Therapist Assistant Team Chapter 21 A Three-Dimensional Model for Developing Clinical Reasoning Across the Continuum of Physical Therapist Education Chapter 22 Responding to the Call: Measuring Critical Thinking in Physical Therapist Education Chapter 23 Telehealth: An Innovative Educational and Instructional Strategy to Develop Clinical Decision-Making in Physical Therapist Practice Chapter 24 Mobile-Based Instructional Scaffolding: A Developmental Tool for Facilitating Physical Therapist Student Clinical Reasoning Chapter 25 Promoting Clinical Reasoning Within Clinical Teaching in Post-Professional Residency and Fellowship Programs Chapter 26 Evolving Expertise in Evidence-Based Practice With Contemporary Clinical Reasoning Chapter 27 Early Career Faculty Development: Maximizing Social Capital for Meaningful Clinical Reasoning Chapter 28 The Director of Clinical Education Leading the Way: Facilitating Clinical Reasoning and Clinical Problem-Solving With the Clinical Education Team With Case Exemplars Chapter 29 Reflection as a Clinical Decision-Making Tool: Navigating a Challenging Mentoring Situation—A Case Report Analysis Acronyms Financial Disclosures Index