Student Physical Therapist Clinical Reasoning Self-Efficacy: Relating Student Orientation to Feedback and the Feedback Environment

Purpose/Hypothesis: The growing complexity of the healthcare environment and the need to equitably address the health and well-being of a diverse patient population has increased the requirement for practical instruction and assessment of clinical reasoning (CR) in the training of healthcare professionals. Formative assessment, in the form of feedback, is recognized as an essential instructional component in teaching CR. Ultimately, how feedback is provided by an instructor and received by the student impacts learning and task-specific self-efficacy. This study aimed to investigate relationships between student physical therapist feedback orientation, the feedback environment, and their self-efficacy for CR during terminal clinical experiences.