This paper defines physical therapy clinical reasoning as a process of formulating and testing hypotheses based on data regarding patients’ symptoms and functional limitations, and examines its theoretical background, as well as its application in education and practice. Early sections interrelate EBM steps, the ICF model, and logical thinking methods such as abduction, deduction, and induction. The author highlights the usefulness of visualizing and sharing one’s thought process through tools like the Toulmin-based “triangle logic,” fishbone charts, and rubrics. The paper also points out that enhancing self-efficacy and developing critical thinking skills are crucial for learning clinical reasoning and stresses the need for diagnostic evaluation under legal constraints and for leadership in interdisciplinary teams. Furthermore, it reaffirms the significance of exercise programs and outcome prediction in post-discharge or home-based care, along with the value of comprehensive evaluation based on the ICF model. Finally, the author underscores the need to standardize terminology, build databases, and refine educational programs, emphasizing the importance of deepening clinical reasoning both academically and organizationally.

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This paper discusses the possibility that the scientific nature of physical therapy can be enhanced through the promotion of research programs centered on the clinical reasoning and case reports of therapists in the field. Additionally, it clarifies, from a philosophy of science perspective, that science in physical therapy requires a socially constructivist approach to clinical practice and a clinical attitude that understands patients as complex systems. The scientific nature of physical therapy is not based on true/false or right/wrong, but rather uses the sharing of clinical reasoning through case reports as a criterion to judge whether it is progressing/stagnating.

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