Purpose : A universal goal of educators of future Doctors of Physical Therapy(DPT) is to teach students how to provide effective patient management. The Guide to PT practice outlines a framework for integrating the five key elements of patient management: examination, evaluation, diagnosis, prognosis and intervention to achieve optimal outcomes. Programs utilize a variety of pedagogy to achieve this goal. Essential to any teaching is the ability to connect learning in the classroom with clinical practice. The evolution of new teaching strategies including flipped classrooms and online learning have created new possibilities to deepen learning. This presentation illustrates a successful model to integrate clinic and classroom knowledge through online reflection to evaluate a studentÕs learning. Common themes, outcomes, strengths and limitations will be discussed.Description : 110 students who completed their first professional year in the DPT program located in a large urban university were invited to participate. Each student completed the Cardiopulmonary Management class, the first of four clinical practice pattern classes. This class incorporates Guide framework in lecture and laboratory instruction. The subsequent semester, students were assigned to observe a patient examination in a clinical setting. Following the observation, students took part in a 5-week online discussion board reflection that was facilitated by four clinical experts from a variety of practice settings. Participation was voluntary, occurring outside the requirements for a specific course. Each student was assigned to a group of 10 students with combined inpatient and outpatient treatment settings. Each week students were given guiding questions to reflect on what on what they observed regarding one of the elements of patient client management. Students were also asked how they would use this knowledge in their future practice.Summary of Use : 108 (98.2%) of students participated. Student groups provided an opportunity for exposure to a greater breadth and depth of clinical settings then typically would be possible in a doctoral PT curriculum. Students incorrectly interpreted the systems screen, reporting specific tests and measures data. Students had difficulty determining the PT diagnosis and reported medical diagnosis or impairments. Data from the online discussion board regarding difficulties with content were used to address those content areas in subsequent courses. 100% of participants reported learning that would benefit their future as a student and future PT.Importance to Members: Themes discussed provide members with an understanding of studentÕs interpretation of the Guide to PT Practice in earlier stages of their education and will promote ongoing research on how to best prepare students for patient client management according to the Guide to PT Practice. This online discussion board and observation experience may be utilized in other PT programs nationwide.