Purpose : Reflection has been described as the key to learning with reflection-in-action being the difference between an expert and a novice clinician. This presentation will describe how a generative knowledge e-Portfolio Program has helped PT students uncover their ÔtacitÕ knowledge and discover what they know and how they learn, facilitating reflection, their ability to integrate content and lifelong learning.Description : Research has shown that reflection cannot be taught through an implicit curriculum. An e-Portfolio Program spanning the DPT curriculum and consisting of generative knowledge interviews and reflection exercises has been implemented to explicitly promote studentsÕ ability to reflect-in-action. Six learning objectives were developed to guide the program development and outcomes were measured via student surveys. Results indicate that greater than 80% of students believe the program assisted them in developing personal and professional goals and improving clinical decision-making skills and 82% of students recommend the continued use of the program in the curriculum. Our results demonstrate that the explicit instruction in reflection can be effectively taught and threaded throughout the curriculum to advance clinical decision-making skills in physical therapy students.Summary of Use : The e-Portfolio platform is used as a depository of reflection assignments mapped to span the DPT curriculum. Assignments are designed to address each of the six learning outcomes through the use of generative knowledge interviewing aimed at exploring tacit knowledge in addition to individual reflection exercises. The final e-Portfolio is a product that students use to assess their personal and professional growth. The completed e-Portfolio includes the studentsÕ philosophy statement, personal and profession goals, reflections, and their CV. Graduates have also shared their e-Portfolio as an effective employment tool.Importance to Members: As we grow in our understanding that expert clinicians have the ability to reflect-in-action versus novice clinicians who reflect-on-action, it seems ever more necessary that we make reflection an explicit learning experience in entry-level physical therapy education. It is imperative that we prepare our students to fulfill vision 2020 as autonomous practitioners. It is our belief that content integration, reflection, and the development of clinical decision-making skills are at the heart of that professional development process.