Simulation-based clinical assessment identifies threshold competence to practise physiotherapy in Australia: a crossover trial

Moss, Penny; Barnett-Harris, Anton; Lee, Dong Hoon; Gupta, Kanika; Pritchard, Shane; Sievers, Natalie; Te, Maxine; Blackstock, Felicity

doi:10.1186/s41077-022-00215-2

Cited by 1 publication

(2 citation statements)

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“…The theoretical component consists of a written examination. Once passed, this is followed by the clinical assessment, being three face to face simulation-based assessments (one in each practice area) [ 10 , 26 ]. The APC’s decision to use simulation-style assessment was in response to the move in health profession education where simulation was being used as a tool for education and assessment [ 27 – 31 ].…”

Section: Methodsmentioning

confidence: 99%

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Understanding underperformance in a high-stakes clinical-based simulation assessment in physiotherapy: a descriptive analysis

Flew,

Judd,

Lange

et al. 2023

BMC Med Educ

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Background High-stakes assessments are often used as a ‘gate-keeper’ activity for entry into the health professions by ensuring that the minimum core competency thresholds of the profession are met. The aim of the study was to explore if common areas of underperformance existed in international candidates assessed with a high-stakes clinical-based simulation assessment for entry into the physiotherapy profession in Australia. Methods A retrospective mixed methods analysis of the clinical assessments completed by international candidates over a one-month period in 2021 that were deemed as not meeting competency. The clinical assessments were completed in one of the three practice areas: cardiorespiratory, musculoskeletal, or neurological rehabilitation. Each assessment was scored by two independent assessors, who discussed the performance and then completed a moderated assessment form. The assessment form used to score competency included seven domains such as initial assessment, effective treatment, communication skills, and risk management. Results Fifty-one clinical assessments graded as not competent were analysed. Across the practice areas, a high failure rate was found in domains related to interpreting assessment findings and developing a treatment plan. This trend was also observed in the qualitative data, suggesting candidates struggled to meet competency in areas of planning and prioritisation, interpretation and implementation of the information gathered, and selection and evaluation of effective treatment. Conclusion These findings align with published data on the underperformance of Australian physiotherapy students in clinical placement settings, suggesting these issues are not specific to high stakes assessment of overseas physiotherapists, and that education needs to focus on improving these skills within the profession at all levels. With the identified areas of underperformance aligning with the ability to use higher order thinking and skills integral to clinical reasoning, improvements in the education and implementation of clinical reasoning may be a place to start.

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Section: Methodsmentioning

confidence: 99%

“…The APC’s decision to use simulation-style assessment was in response to the move in health profession education where simulation was being used as a tool for education and assessment [ 27 – 31 ]. This was also in response to difficulty accessing public hospitals for assessment purposes and large assessment wait times [ 26 ].…”

Section: Methodsmentioning

confidence: 99%