How does one get to be a “good therapist,” one who subscribes to high ethical and professional standards? Current theory and research are used to examine and discuss work with physical therapist students and expert clinicians. The importance of multidimensional knowledge and a collaborative, patient-centered focus in the clinical reasoning process are analyzed as the foundation for developing deliberative clinical judgment. From this analysis, we propose educational strategies and learning experiences designed to facilitate developing skills and habits of mind that will contribute to virtuous practice. A model for growth through transformative learning is used to reflect on the analysis of student moral development. We propose that critical self-reflection is a key component for the continued evolution of physical therapy education.
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Jensen et al. (2000) studied this question.