Purpose/Hypothesis : Translating classroom knowledge to clinical practice is a necessary transition for students as entry-level patient care providers. Since 2007, an Indiana University (IU) Department of Physical Therapy faculty research team has collaborated on the development of the Integrated Longitudinal Case-Based Learning Model (ILCBL). The ILCBL model was developed to foster critical thinking, problem-solving and to consider complex dimensions of patient care. The purpose of this study was to determine the effectiveness of using the ILCBL model to integrate course content from multiple sources preparing students for clinical internships.Number of Subjects : Seventy-four IU Doctorate of Physical Therapy students from two cohorts of classes participated in an integrated cumulative skills-based final lab practical exam.Materials/Methods : Ten cases selected from the IU Case Family Tree, the foundational aspect of the ILCBL model, were used to create realistic patient scenarios. These cases were used for practical exam testing over a two day period. Each student performed a full examination on day one and an entire treatment session on day two. Exam findings were varied requiring students to adapt to the patient and consider various exam and treatment options. Grading rubrics were used to assess the exam and intervention portions of the practical. An open-ended student questionnaire was created with reflection prompts to assess benefits of the ILCBL model and the integrated cumulative practicals. Two researchers independently evaluated student responses for common themes.Results : All of the students valued the integrated cumulative practicals as a means to synthesize knowledge and skills learned in foundational PT examination and interventions courses. 64% thought cases from the ILCBL positively impacted the integrated practical process, primarily because of prior exposure to the cases, although only 22.3% actually referenced the case family manual prior to the exam. 71.5% indicated use of the case family cases enhanced their understanding of psychosocial issues impacting their patientÕs care. They felt more confident as a result of performing a full evaluation and treatment on a patient model.Conclusions : The ILCBL model provided a platform for faculty collaboration in developing integrated cumulative practicals. The modelÕs value is its realistic depth related to the patientÕs background, social issues, and familiarity. Although the value of the ILCBL model was somewhat evident to the students, almost all thought the final cross-course practical was invaluable in preparing for their first clinical internship.Clinical Relevance : Student preparedness for the clinic is an essential goal of any PT curriculum. Integrated cumulative lab practicals using the ILCBL model is a cost-effective means to provide a realistic learning and assessment opportunity prior to initial clinical internships.