Background: Reflective thinking is increasingly described as essential attributes of competent health care professionals and is a kind of thinking that is purposeful, logical, goal directed, and outcome focused.

Objectives: The objective of the present study was to explore the current level of reflective thinking among the future graduates from public and private sector institutes in order to determine the effectiveness of this upgraded curriculum in promoting Reflective Thinking.

Method: This cross-sectional analytical study was conducted at public and private institutions offering Doctor of Physical Therapy (DPT) at undergraduate. Final years students meeting the eligibility criteria (n=234) were enrolled after taking written informed consent.   The validated and reliable Likert type “Questionnaire of Reflective Thinking (QRT)” was used for the measurement of reflective thinking of students with clinical practice as the part of their curriculum.

Results: Descriptive statistics was used for the key variables i.e., age, gender, evaluation of QRT and comparison of subconstructs of QRT in public/private institutes by estimating the coefficient of alpha (P≤0.05).

Conclusion: Curriculum approved by Higher Education Commission (HEC); Pakistan for the Doctor of Physical Therapy (DPT) is effective in producing reflective practitioners. Further modification in curriculum and more task-oriented approaches will improve critical approaches of students.  

Key Words:  Reflective Thinking, Reflective Practice, Critical Reasoning and Reflection in Physical Therapy.