The validity of a professional competence tool for physiotherapy students in simulation-based clinical education: a Rasch analysis

Judd, Belinda; Scanlan, Justin Newton; Alison, Jennifer A.; Waters, Donna; Gordon, Christopher J.

doi:10.1186/s12909-016-0718-x

Cited by 19 publications

(14 citation statements)

References 26 publications

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“…Assessing clinical competencies is important when preparing PT students for clinical practice [ 35 – 37 ]. A range of tools has been used to evaluate clinical competencies [ 38 – 41 ]. The literature on the assessment of the clinical performance of physiotherapy students in the South American context is limited.…”

Section: Discussionmentioning

confidence: 99%

Validity and reproducibility of a tool for assessing clinical competencies in physical therapy students

Narvaez

Vargas-Pinilla²,

Rodríguez-Grande

2018

BMC Med Educ

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BackgroundThe evaluation of competencies in the clinical field is essential for health professionals, as it allows the acquisition of these competencies to be tracked. The objective of this study was to create and evaluate the validity and reliability of a tool for measuring clinical competencies in physical therapy (PT) students to assess the quality of their performance in a professional context.MethodsA descriptive study was designed. The Measurement Tool for Clinical Competencies in PT (MTCCP) was developed based on the evaluation of 39 experts: 15 clinicians and 24 instructors. The content validity was evaluated using the Content Validity Index (CVI). Three professors were invited to apply the tool to 10 students. Cronbach’s alpha, exploratory factor analysis, and the intraclass correlation coefficient were used to determine the reliability and validity of the scale.ResultsThe CVI was positive—higher than 0.8. Principal component analysis confirmed the construct validity of the tool for two main factors: clinical reasoning (first factor) and professional behavior (second factor). With regard to reliability, the MTCCP achieved an internal congruence of 0.982. The inter-evaluator reproducibility for clinical reasoning, professional behavior, and the total MTCCP score was almost perfect; the ICCs were 0.984, 0.930, and 0.983, respectively.ConclusionsThe MTCCP is a valid and reliable instrument for assessing the performance of PT students in hospital settings and can be used to determine what skills students feel less confident using and what additional training/learning opportunities could be provided. Further research is needed to determine whether the MTCCP has similar validity and reproducibility in other Spanish-speaking national and international PT programs.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1377-x) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Validity and reproducibility of a tool for assessing clinical competencies in physical therapy students

Narvaez

Vargas-Pinilla²,

Rodríguez-Grande

2018

BMC Med Educ

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“…However, other items of the APP such as "demonstrate commitment to learning" are not within the scope of the APSPT. Similar to this study the APP has been validated using Rasch analysis and the authors have reported adequate structural validity of the APP [37]. Future studies might set out to test the correlation between the APSPT and the APP's subscale of procedural skills to further validate the APSPT.…”

Section: Discussion Of Main Resultsmentioning

confidence: 62%

“…Recently Judd and colleagues [37] have reported on the validity of the Assessment of Physiotherapy Practice (APP), which is a professional competence tool for physiotherapy students in simulation based clinical. The latent dimension of this tool (i.e.…”

Section: Discussion Of Main Resultsmentioning

confidence: 99%

The assessment of procedural skills in physiotherapy education: a measurement study using the Rasch model

et al. 2020

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Background: Procedural skills are a key element in the training of future physiotherapists. Procedural skills relate to the acquisition of appropriate motor skills, which allow the safe application of clinical procedures to patients. In order to evaluate procedural skills in physiotherapy education validated assessment instruments are required. Recently the assessment of procedural skills in physiotherapy education (APSPT) tool was developed. The overall aim of this study was to establish the structural validity of the APSPT. In order to do this the following objectives were examined: i) the fit of the items of APSPT to the Rasch-model, ii) the fit of the overall score to the Rasch model, iii) the difficulty of each test item and iv) whether the difficulty levels of the individual test items cover the whole capacity spectrum of students in pre-registration physiotherapy education. Methods: For this observational cross-sectional measurement properties study a convenience sample of 69 undergraduate pre-registration physiotherapy students of the HES-SO Valais-Wallis was recruited. Participants were instructed to perform a task procedure on a simulated patient. The performance was evaluated with the APSPT. A conditional maximum likelihood approach was used to estimate the parameters of a partial credit model for polytomous item responses. Item fit, ordering of thresholds, targeting and goodness of fit to the Rasch model was assessed. Results: Item fit statistics showed that 25 items of the APSPT showed adequate fit to the Rasch model. Disordering of item thresholds did not occur and the targeting of the APSPT was adequate to measure the abilities of the included participants. Undimensionality and subgroup homogeneity were confirmed. Conclusion: This study presented evidence for the structural validity of the APSPT. Undimensionality of the APSPT was confirmed and therefore presents evidence that the latent dimension of procedural skills in physiotherapy education consists of several subcategories. However, the results should be interpreted with caution given the small sample size.

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“…Although research on clinical simulation as a pedagogic strategy in physiotherapy has increased, it is necessary to continue with reports of this type to enhance student training in therapeutic interaction and thus improve decision-making in the clinical reality (24).…”

Section: Discussionmentioning

confidence: 99%

Simulation in Physiotherapy Students for Clinical Decisions During Interaction with People with Low Back Pain. Randomized Controlled Trial

Cuellar

Acosta-Otálora

Villarraga-Nieto

et al. 2020

Preprint

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Background: Low back pain (LBP) is a symptomatology with a high global prevalence; health professionals, including physiotherapists, must have the skills to create professional interaction plans that permit a better quality of life for consultants. Clinical simulation can be a pedagogic setting that facilitates in students adequate training to acquire skills that improve professional reasoning in this clinical situation. The objective of this study was to compare the effects of clinical simulation with simulated patient (SP) versus simulation with role playing (RP) in physiotherapy students for decision-making in clinical skills while caring for a person with LBP. Methods. Experimental study, with 42 participants from two Colombian universities, randomized into two groups (SP n = 21, RP n = 21). The clinical skill was evaluated during the interaction with a person with LBP for which the Objective Structured Clinical Examination (OSCE-ML) was validated for individuals with low back pain; thereafter, a pedagogical method was conducted that included clinical simulation and, finally, the OSCE-ML was applied again to compare both groups. Results. Changes occurred in the OSCE-ML among both groups of students: the scores increased (0.66 and 0.59 in RP and SP, respectively), and neither of the two was superior (difference 0.01 95%CI -0.21 to 0.23). Conclusion. Both types of simulation favour decision-making in professional reasoning in physiotherapy students during interaction with individuals with LBP. Trial Registration: https://clinicaltrials.gov/ct2/show/NCT04428892 Identifying number: NCT04428892. Retrospectively registered.

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The validity of a professional competence tool for physiotherapy students in simulation-based clinical education: a Rasch analysis

Cited by 19 publications

References 26 publications

Validity and reproducibility of a tool for assessing clinical competencies in physical therapy students

Validity and reproducibility of a tool for assessing clinical competencies in physical therapy students

The assessment of procedural skills in physiotherapy education: a measurement study using the Rasch model

Simulation in Physiotherapy Students for Clinical Decisions During Interaction with People with Low Back Pain. Randomized Controlled Trial

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