A systematic review of instruments for the assessment of professional competence of physiotherapy students

Conference item


Dalton, Megan, Davidson, Megan and Keating, Jennifer L.. (2011) A systematic review of instruments for the assessment of professional competence of physiotherapy students. World Physical Therapy 2011. Amsterdam: Elsevier. pp. eS256 - eS257
AuthorsDalton, Megan, Davidson, Megan and Keating, Jennifer L.
Abstract

Purpose: Health professional education programs typically assess competence by direct assessment of clinical practice. The assessment of adequate performance is required for certifying fitness to practice. The focus of this systematic review was to identify all instruments currently used to assess the practice competencies of physiotherapy students, and to summarize the evidence of reliability, validity, feasibility educational impact and costs. Relevance: A preliminary search of the literature revealed no systematic review of existing instruments for assessing professional competence of students in physiotherapy programs. The quality of assessment of competence in professional practice programs cannot be ignored or undervalued, because high-stakes decisions about learners are based on the outcomes of these assessments. Participants: Included studies described an instrument designed for assessment of professional competence of student physiotherapists in a practice environment. Studies were included if it described an instrument intended for use with undergraduate, graduate-entry or post-graduate students of any tertiary institute or registration body offering a physiotherapy qualification, re-registration of a qualification or specialisation. Studies were excluded if the instrument was designed for use with standardized patients or used for peer, patient or self assessment. Methods: Fourteen electronic databases were searched without date limits until May 2009.Two independent researchers extracted data using a standardised form. Differences were reconciled by discussion with a third reviewer. Analysis: Evidence of validity, reliability, acceptability, authenticity, impact on education, training and costs of each instrument was compiled using best practice criteria. Results: 19 studies reporting on 12 instruments met the inclusion criteria. For seven of the 12 (58%) instruments evidence was provided in relation to validity based on test content with respect to measurement aim, target population, item and performance indicator selection and format of the rating scale. Four instruments had validity evidence based on internal structure, and relationship to other variables. No study investigated the educational impact of the assessment process or supplied sufficient information on educator training provided or costs associated with instrument use. ICC for inter-rater reliability was reported for four instruments. Conclusions: Overall, the Clinical Performance Instrument (CPI), Evaluation of Clinical Competence (ECC), Clinical Internship Evaluation Tool (CIET), and two unnamed Irish instruments currently provide the most evidence in relation to their development and measurement properties. No instrument is supported by satisfactory evidence of all desirable measurement properties. Given the high stakes associated with assessment of competency to practice physiotherapy, additional research is required for confidence in an assessment instrument with adequate evidence of validity. Implications: The review found a range of research of variable design and methodological quality. Increased attention to the systematic collection of validity evidence for scores from assessment instruments will improve the outcomes for all stakeholders in physiotherapy education.

Keywordssystematic review; assessment; professional competence
Year2011
JournalPhysiotherapy
PublisherElsevier
ISSN0031-9406
Journal citation97 (Supplement S1), pp. eS256 - eS257
Page rangeeS256 - eS257
Research GroupSchool of Allied Health
Place of publicationAmsterdam
Permalink -

https://acuresearchbank.acu.edu.au/item/89x7z/a-systematic-review-of-instruments-for-the-assessment-of-professional-competence-of-physiotherapy-students

  • 0
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients
Hough, Judith, Levan, Daniel Anthony, Steele, Michael, Kelly, Kristine and Dalton, Megan. (2019) Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients. BMC Medical Education. 19(1), pp. 1 - 11. https://doi.org/10.1186/s12909-019-1894-2
Measuring safety climate in acute hospitals: Rasch analysis of the safety attitudes questionnaire
Soh, Sze E., Barker, Anna, Morello, Renata T., Dalton, Megan and Brand, Caroline. (2016) Measuring safety climate in acute hospitals: Rasch analysis of the safety attitudes questionnaire. BMC Health Services Research. 16(1), pp. 1 - 9. https://doi.org/10.1186/s12913-016-1744-4
Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement
Johnson, Christina E., Keating, Jennifer L., Boud, David J., Dalton, Megan, Kiegaldie, Debra, Hay, Margaret, McGrath, Barry, McKenzie, Wendy A., Nair, Kichu Balakrishnan R., Nestel, Debra, Palermo, Claire and Molloy, Elizabeth K.. (2016) Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement. BMC Medical Education. 16(96), pp. 1 - 11. https://doi.org/10.1186/s12909-016-0613-5
Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement
Johnson, Christina E., Keating, Jennifer L., Boud, David, Dalton, Megan, Kiegaldie, Debra, Hay, Margaret, McGrath, Barry, McKenzie, Wendy A., Nair, Kichu Balakrishnan R., Nestel, Debra, Palermo, Claire and Molloy, Elizabeth K.. (2016) Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement. BMC Medical Education. 16(1), pp. 1 - 11. https://doi.org/10.1186/s12909-016-0613-5
Validation of the Australian Nursing Standards Assessment Tool (ANSAT): A pilot study
Ossenberg, Christine, Dalton, Megan and Henderson, Amanda. (2016) Validation of the Australian Nursing Standards Assessment Tool (ANSAT): A pilot study. Nurse Education Today. 36, pp. 23 - 30. https://doi.org/10.1016/j.nedt.2015.07.012
Rating of physiotherapy student clinical performance: Is it possible to gain assessor consistency?
Clark, C., Kirwan, G. M. and Dalton, Megan Bernadette. (2016) Rating of physiotherapy student clinical performance: Is it possible to gain assessor consistency? The 4th European Congress of the ER-WCPT. United Kingdom: Elsevier. pp. eS33 - eS34
Determining attainment of nursing standards: The use of behavioural cues to enhance clarity and transparency in student clinical assessment
Ossenberg, Christine, Henderson, Amanda and Dalton, Megan Bernadette. (2015) Determining attainment of nursing standards: The use of behavioural cues to enhance clarity and transparency in student clinical assessment. Nurse Education Today. 35(1), pp. 12 - 15. https://doi.org/10.1016/j.nedt.2014.09.002
www.applinkup.com - An online system to manage and collate workplace based assessment outcomes for physiotherapy students
Dalton, Megan, Russell, T. and Keating, Jennifer L.. (2015) www.applinkup.com - An online system to manage and collate workplace based assessment outcomes for physiotherapy students. 17th World Confederation for Physical Therapy Congress. Singapore: Elsevier. pp. S288 - S289
Consensus between assessors regarding ratings of competency of physiotherapy students: Is it possible?
Clark, C., Kirwan, G. M. and Dalton, Megan Bernadette. (2015) Consensus between assessors regarding ratings of competency of physiotherapy students: Is it possible? APA National Conference. Australia: Elsevier. pp. S254 - S255 https://doi.org/10.1016/j.physio.2015.03.437
Assessing physical therapy students' performance during clinical practice
Murphy, Sue, Dalton, Megan and Dawes, Diana. (2014) Assessing physical therapy students' performance during clinical practice. Physiotherapy Canada. 66(2), pp. 169 - 176. https://doi.org/10.3138/ptc.2013-26
Assessing physical therapy students' performance during clinical practice
Murphy, Sue, Dalton, Megan and Dawes, Diana. (2014) Assessing physical therapy students' performance during clinical practice. Physiotherapy Canada. 66(2), pp. 169 - 176. https://doi.org/10.3138/ptc.2013-26
The Assessment of Physiotherapy Practice (APP) is a reliable measure of professional competence of physiotherapy students: A reliability study
Dalton, Megan, Davidson, Megan and Keating, Jennifer L.. (2012) The Assessment of Physiotherapy Practice (APP) is a reliable measure of professional competence of physiotherapy students: A reliability study. Journal of Physiotherapy. 58(1), pp. 49 - 56. https://doi.org/10.1016/S1836-9553(12)70072-3
Building sustainable capacity in physiotherapy clinical education: An innovative Queensland state-wide collaboration
Dunwoodie, R., Moller, M., Teys, P., Blackwell, L., Dalton, Megan Bernadette, Kirwan, G. M., Offord, Sonia S., Pellatt, A. and Stuart, R.. (2011) Building sustainable capacity in physiotherapy clinical education: An innovative Queensland state-wide collaboration. World Physical Therapy 2011. Amsterdam: Elsevier. pp. eS1474 - eS1475
The Assessment of Physiotherapy Practice (APP) is a valid measure of professional competence of physiotherapy students: A cross-sectional study with Rasch analysis
Dalton, Megan, Davidson, Megan and Keating, Jennifer L.. (2011) The Assessment of Physiotherapy Practice (APP) is a valid measure of professional competence of physiotherapy students: A cross-sectional study with Rasch analysis. Journal of Physiotherapy. 57(4), pp. 239 - 245. https://doi.org/10.1016/S1836-9553(11)70054-6
Promoting and providing expert guidance in work-intensive clinical settings
Henderson, Amanda, Alexander, Heather, Haywood, Alison, Stapleton, Peta, Cooke, Marie, Patterson, Elizabeth, Dalton, Megan and Creedy, Debra K.. (2010) Promoting and providing expert guidance in work-intensive clinical settings. Vocations and Learning. 3(2), pp. 141 - 156. https://doi.org/10.1007/s12186-010-9036-3
The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum
Mitchell, Marion L., Henderson, Amanda, Dalton, Megan, Groves, Michele and Nulty, Duncan. (2009) The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum. Nurse Education Today. 29(4), pp. 398 - 404. https://doi.org/10.1016/j.nedt.2008.10.007
Boosting morale and improving performance in the nursing setting
Stapleton, Peta, Henderson, Amanda, Creedy, Debra K., Cooke, Marie, Patterson, Elizabeth, Alexander, Heather, Haywood, Alison and Dalton, Megan. (2007) Boosting morale and improving performance in the nursing setting. Journal of Nursing Management. 15(8), pp. 811 - 816. https://doi.org/10.1111/j.1365-2934.2007.00745.x