The Development and Testing of APTA Clinical Performance Instruments

Roach, Kathryn E.; Gandy, Jody; Deusinger, Susan S; Clark, Sherry; Gramet, Pamela; Gresham, Barbara Bailey; Hagler, Paul; Lewthwaite, Rebecca; May, Bella J.; Sanders, Babette; Strube, Michael; Rainey, Yolanda

doi:10.1093/ptj/82.4.329

Cited by 5 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Item statements were inspired by the SNAPPS model and guided by the patient-client model framework adopted by PT practice. The developed items considered, as well, the end goal of moving student PTs toward entry-level competencies with PT Clinical Performance Instrument (CPI) criteria 13 A single author drafted the nine-item statements and their five-point descriptors. A team of eight additional faculty members from the sponsoring institution provided language and content suggestions, and the assessments were further refined based on these recommendations.…”

Section: Instrumentsmentioning

confidence: 99%

Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study

Berg‐Poppe

Dewald

Jordre

et al. 2022

jcept

View full text Add to dashboard Cite

Rationale: The SNAPPS (summarize, narrow, analyze, probe, plan, select) model is a six-step teaching tool that facilitates decision-making in clinic environments. The tool promotes active communication between students and clinical instructors (CIs) and positions the student as lead in the learning scenario. The current study employed the SNAPPS model for use with student physical therapists. The purpose of the study was to gauge changes in perceptions of verbal ability, decision-making, and confidence levels following new patient evaluations where the SNAPPS model was utilized. Methods: Participating student and CI partners received training to learn the SNAPPS model with fidelity. Log worksheets guided students through the SNAPPS steps. After new patient encounters, student and CI partners rated student verbal skills, decision-making, and confidence levels using mirrored statements. Representative early, middle, and late week ratings were compared for change. Results: Six of forty-eight (12.5%) eligible students participated. Student and CI assessments were not significantly different, indicating reliable student self-assessment. Improvements were noted in students’ (1) skill in providing a verbal rationale, (2) ability to generate thoughtful and relevant learning prompts, (3) confidence in diagnosing pathology and impairment, and (4) confidence in selecting an appropriate intervention. Clinical relevance: The SNAPPS model is a clinical education tool that shows promise toward improving thought process verbalization and confidence levels for the student seeing new patients in an outpatient setting. This active learning experience can promote accountability for learning and enhance student verbal and analytical skills.

show abstract

Section: Instrumentsmentioning

confidence: 99%

Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study

Berg‐Poppe

Dewald

Jordre

et al. 2022

jcept

View full text Add to dashboard Cite

show abstract

Development and Reliability of a Clinical Competence Evaluation Scale in Physical Therapy

純

滋

2012

Rigakuryoho kagaku

View full text Add to dashboard Cite

The purpose of this study was to develop a Clinical Competence Evaluation Scale in Physical Therapy (CEPT). This scale was designed to be used in continuing education for physical therapists. We examined the reliability of the scale. [Method] Based on our previous qualitative study, a CEPT was developed with 53 items. The 90 participants in this study included novice physical therapists with less than 3 years' experience (n=30), as well as principal (n=30) and sub-tutors (n=30) who were mentoring the less experienced participants. Using CEPT, the novice physical therapists performed a self-evaluation, and the principal and sub-tutors evaluated the novice physical therapists. [Results] The score of the CEPT of the novice physical therapists was lower than those of the principal and sub-tutors. The intra-rater reliabilities of each item and total scores of the novice physical therapists and principal tutors ranged from moderate to high. Inter-rater reliability between the principal and the sub-tutors was low. [Conclusion] These results suggest that the intra-rater reliabilities of CEPT range from moderate to high.

show abstract

A scoping review of Fit in medical education: a guaranteed success, or a threat to inclusivity?

Wang,

Skulsky,

Sikora

et al. 2024

Can. Med. Ed. J

View full text Add to dashboard Cite

Background: Finding applicants that fit in with educational environments is a goal of many educators in hopes that it will lead to successful training. “Fit” is used colloquially to describe a general feeling, however the field of study has grown to include specific terms describing the compatibility between people and their environments, organizations, and jobs. Despite common use, the term is used often but non-specifically in medical education. This review aims to examine the current literature of fit in medical education, how fit is defined, measured and whether it correlates to educational outcomes. Methods: A systematic database search was conducted in 2024 with Medline, Embase, APA PsychINFO, ERIC and Education Source from 1970 to April 23, 2024. Key search terms included fit, student, medicine, clinical, education. Relevant data included definitions of fit, measurement tools, and correlation with educational outcomes. The standard six-step scoping review framework and PRISMA-ScR reporting guidelines were used. Results: The search identified 1960 non-duplicate articles, 11 of which were included in the review after screening. Fit was specifically defined in only threearticles and was measured primarily through personality and value testing with interviews and surveys. Educational outcomes correlated positively with fit, however were studied in just three articles. Conclusions: Person-organization fit may correlate positively with medical education outcomes however there is limited research in this field. Further research should explore methods in evaluating for fit in trainee selection while focusing on the risk of discrimination based on intrinsic biases.

show abstract

The Development and Testing of APTA Clinical Performance Instruments

Cited by 5 publications

References 13 publications

Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study

Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study

Development and Reliability of a Clinical Competence Evaluation Scale in Physical Therapy

A scoping review of Fit in medical education: a guaranteed success, or a threat to inclusivity?

Contact Info

Product

Resources

About