FROM KNOWLEDGE TO PRACTICE: FOUNDATIONAL SCIENCES AND CLINICAL REASONING IN PHYSIOTHERAPY STUDENTS Muhamad Elfitra Salam
Physiotherapy Study Program, Vocational Education Program, University of Indonesia, Kota Depok, Jawa Barat, Indonesia, 16424
Abstract
Clinical reasoning is a core competency in physiotherapy practice, yet students - particularly during early clinical placements - frequently struggle to apply it, as evidenced by difficulties interpreting clinical cues and synthesising information to support clinical decisions. Foundational sciences are recognised as fundamental to clinical reasoning development- however, their integration into clinical reasoning processes remains limited. This narrative review aims to: (1) map evidence on the relationship between foundational sciences and clinical reasoning in physiotherapy students- (2) examine the theory-practice gap- and (3) identify evidence-informed strategies, including STEM-based and artificial intelligence approaches. Literature was retrieved from multiple databases, including PubMed, Scopus, ERIC, Web of Science, Google Scholar, and DOAJ, focusing on English-language publications. Findings indicate that foundational sciences contribute significantly to clinical reasoning ability- however, the organisation and clinical contextualisation of knowledge are the key determinants. Students often demonstrate fragmented reasoning despite adequate theoretical knowledge, largely due to limited integration within clinical contexts, further exacerbated by the theory-practice gap. Problem-based learning, simulation, and AI-driven adaptive tools show promise in addressing this gap. In conclusion, strengthening the integration of foundational sciences within clinical contexts through innovative learning strategies is essential for advancing clinical reasoning development in physiotherapy education.
