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Miller's Pyramid: Building Clinical Reasoning in Physical Therapy Students

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Physical therapists rely on strong clinical reasoning skills to effectively assess and treat patients. Miller's Pyramid of Clinical Competence (1990) provides a framework for developing these skills by going beyond rote memorization of knowledge.

Here's a look at Miller's Pyramid and how it can be applied in physical therapy education:

  • Knows (Knowledge): This is the foundation of the pyramid, encompassing the factual knowledge base of physical therapy. For example, knowledge of anatomy, physiology, pathology, and therapeutic interventions.

  • Knows How (Competence): Here, students develop the ability to apply their knowledge to solve problems. This involves clinical scenarios, case studies, simulations, and other problem-based learning exercises.

  • Shows How (Performance):  Next, students demonstrate their competence in simulated settings. Learning experiences like practicing techniques in a lab or role-playing patient interactions are appropriate at this stage.

  • Does (Action): The pinnacle involves applying knowledge and skills in real-world situations during supervised clinical placements. Students become proficient and autonomous practitioners capable of making sound clinical judgments independently.

Pyramid graphic from Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.

How to use Miller's Pyramid of Clinical Competence with PhysioU to build clinical reasoning:

  • Build the “Knows” level through video-based lectures/handouts and assess factual recall through MicroLearning.

  • Elevate students to “Knows How” with Case Studies and other problem-solving activities.

  • Allow students to “Show” their knowledge through clinical simulations found in MiniSIMS using standardized patients.

  • Provide the crucial “Does” experience through MacroSIMS to augment students’ supervised clinical placements.

By integrating Miller's Pyramid into physical therapy education, educators can create structured learning experiences that gradually build students' clinical reasoning skills from foundational knowledge (“Knows”) to advanced clinical practice (“Does”). This approach fosters a deep understanding of clinical concepts and prepares students to excel as competent and confident physical therapists.

Ready to transform your classroom? Schedule a meeting with our Education Lead, Dr. Tracy Moore, PT, DPT, ONC.

References:

  1. Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9 Suppl), S63-67.

  2. Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364.