Physical therapy students often have difficulty with the complexities of physical therapy practice. A lack of clinical reasoning skills is most likely the basis of the problem. Physical therapy education programs must foster clinical reasoning development through educational activities that prepare physical therapy students for competent clinical practice. Simulation learning activities provide effective alternatives to clinical experiences to develop clinical reasoning skills, but research is limited. The purpose of this research study was to examine the effects of participation in a video-based simulation learning activity on physical therapy students' deduction and induction Health Sciences Reasoning Test scores. The investigator utilized a quantitative, quasi-experimental one-group pre-test-post-test design with a convenience sample of second-year physical therapy students from a private, faith-based university in the southeastern region of the United States. The learning activity included two video-based simulations depicting a physical therapist evaluating and treating a complex patient. The investigator collected data from participants' scores on a pre-test and post-test Health Sciences Reasoning Test before and after the video-based simulation activity. Analysis of the scores using a paired samples t-test revealed no statistically significant differences in deduction or induction scores. Implications of the study include the need for specific guidelines in education, practice, and policy to improve clinical reasoning in physical therapy students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]