An investigation of the predictive validity of selection tools on performance in physiotherapy training in Australia

Paynter, Sophie; Iles, Ross; Hay, Margaret

doi:10.1016/j.physio.2021.11.001

Cited by 2 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…10 Researchers explored the predictive relationship of demographic and admission variables to in-program academic and clinical education outcomes but did not investigate the relationship between the in-program variables and CEE performance. 13,14 Inprogram predictors of CEE performance have not been adequately explored.…”

Section: Review Of Literaturementioning

confidence: 99%

Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study

Birkmeier,

Maring,

Pinkus

et al. 2023

JOPTE

View full text Add to dashboard Cite

Introduction. The purposes of this study were to (1) explore the relationship of preclinical assessment outcomes and grade point averages (GPAs) with full-time clinical education experience (CEE) performance and (2) determine the predictive value of associated variables to full-time CEE performance. Review of Literature. In-program academic variables such as performance tests, comprehensive examinations, and GPAs reflect a measure of student performance before clinical education. Limited and conflicting physical therapist education research exists examining the relationship between preclinical in-program academic variables and CEE performance. Subjects. A retrospective convenience sample of 130 graduated PT student academic records with expected graduation years of 2018, 2019, and 2020. Methods. Academic records related to performance test outcomes, cumulative program GPAs, utilization of a practical retake appeal policy, and comprehensive examination performance were correlated with CEE performance. A dichotomous ordinal rating scale quantified CEE performance per full-time experience based on the presence of a learning contract. Overall CEE performance was defined as the percentage from the combined CEE performance scores across all experiences. Data analyses included Pearson's correlation coefficient, Spearman's rho, and a multiple linear regression analysis. Results. Ten of 25 course-specific performance tests had significant associations with CEE performance. Cumulative GPA and the practical retake appeal were significantly associated with the CEE III score and overall CEE performance. The practical retake appeal was a significant contributor to clinical performance, explaining 5.3% of the variance (β = 0.24, P = .01, 95% CI 0.01 to 0.09, part correlation = 0.23, tolerance = 0.91). Discussion and Conclusion. These findings support the use of performance tests as an effective assessment strategy before CEEs but only represent one aspect of the full picture of readiness to practice. Academic progression policies can offer a mechanism for early identification to support at-risk students before the CEEs.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study

Birkmeier,

Maring,

Pinkus

et al. 2023

JOPTE

View full text Add to dashboard Cite

show abstract

“…Significant relationships have been reported between students’ grade point averages (GPAs) and personality domains [ 4 , 5 ], learning approaches [ 6 ], motivation and self-regulatory factors [ 7 ] and perceived stress [ 8 ]. Specific clinical outcomes in health professions education are less commonly considered, however, personal attributes assessed during course selection were predictors of the clinical performance of medical [ 9 ] and physiotherapy students [ 10 ]. Additionally, different behaviour styles have been described in physiotherapy students who received higher and lower scores on clinical placements [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Do personal and behavioural characteristics of physiotherapy students predict performance during training and course completion?

et al. 2023

Self Cite

View full text Add to dashboard Cite

Background Specific personal and behavioural characteristics are required for competent health care practice. Research investigating relationships between these characteristics and course performance of health professions students is expanding, yet little research is conducted within the undergraduate physiotherapy student population. This study aimed to explore the relationships between personality, approaches to learning, and coping strategies of undergraduate physiotherapy students and their performance in academic, clinical and in-course assessment tasks and course progression. Methods Participants from six cohorts of undergraduate physiotherapy students (commencing years 2012–2017, 66% response rate) completed questionnaires measuring personality (NEO-FFI-3), approaches to learning (RASI) and coping strategies (Brief COPE). Correlation and multiple regression analysis were conducted to investigate relationships between scores on written examinations, in-course assessment tasks and assessments of clinical performance. Mann–Whitney U test was used to compare subgroups on these measures in those who completed or did not complete the course. Results Conscientiousness and a strategic approach to learning predicted higher scores in written examinations, and for most clinical and in-course assessments with conscientiousness being a stronger predictor. A lack of purpose (surface) learning approach was predictive of lower clinical placement scores. Non-course completers had higher scores for lack of purpose (surface) approach to learning and lower scores for the coping strategies of support seeking and humour. Conclusions This study confirms the importance of conscientiousness and a strategic learning approach on the academic and clinical performance of undergraduate physiotherapy students. Identifying learners with a surface learning approach and low support seeking coping strategies could assist in providing support to students at risk of poor performance and minimising attrition.

show abstract

An investigation of the predictive validity of selection tools on performance in physiotherapy training in Australia

Cited by 2 publications

References 29 publications

Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study

Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study

Do personal and behavioural characteristics of physiotherapy students predict performance during training and course completion?

Contact Info

Product

Resources

About