Purpose : A challenge to DPT education is that a large portion of the curriculum is often taught didactically, whereas student outcomes are ultimately assessed in the clinical setting. The purpose of this presentation will be to describe an innovative assessment of DPT studentsÕ assimilation of classroom acquired knowledge into clinically-based skills, using the Clinical Performance Instrument (CPI) as a model during both didactic and clinical education. We will also discuss how we use the CPI to guide our assessment of student readiness to progress in the curriculum as well as to inform program decisions regarding student readiness for clinical practice.Description : The Clinical Performance Instrument (CPI) was selected as a framework for assessing studentsÕ skills via periodic comprehensive examinations that are embedded at 4 points throughout our didactic curriculum. CPI behavioral indicators and performance levels commensurate with student instruction were selected for each comprehensive exam, to assess student (1) assimilation of progressively more complex content knowledge and (2) demonstration of critical problem-solving skills that correspond to indicators of successful clinical performance at distinct points throughout the curriculum. This exam process additionally provides a mechanism for regular internal assessment of the correspondence of the didactic curriculum to clinical expectations of students at critical points in our DPT program.Summary of Use : : The use of the CPI at strategic points throughout the didactic curriculum, allows us to track and correlate student performance on each Comprehensive Practical Exam with performance in the subsequent clinical education course(s). An added benefit of this model is that students are immersed in the language of these indicators of successful clinical practice before they reach their final clinical year of training. This exposure builds in a mechanism to foster student self-assessment and self-reflection for clinical practice. Preliminary results demonstrate clear identification of students in need of remedial work, and student outcomes during clinical education support our progression of expectations related to readiness for clinical practice.Importance to Members: Using the CPI to guide periodic comprehensive assessment of entry-level DPT students during the classroom phase of education integrates didactic and clinical education and allows progressive assessment of student readiness for clinical practice well before that student reaches the clinical year of more traditional curricular models. This also establishes a framework from which to develop more intentional collaboration with clinical partners.