Student-clinician agreement in clinical competence as a predictor of clinical placement performance in Australian undergraduate physiotherapy students

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Objectives: The opportunity for student self-reflection and the accuracy of that reflection are critical to the acquisition of professional competencies. The relationship between student–clinician agreement and clinical performance in physiotherapy students has not yet been investigated. The aim was to determine whether a simple measure of student–clinician agreement assessed midway during a clinical placement predicts final placement score. Participants: 100 undergraduate Monash University Bachelors of Physiotherapy students and their clinical educators. Main outcome measures: Assessment of Physiotherapy Practice (APP). Method: Clinician and student ratings of student performance across all clinical placements from January 2012–June 2013 at two time-points (midway and final) were entered into a purpose-built, web-based platform, and then averaged across the number of placements undertaken. The relationship between midway student–clinician agreement (student minus clinician APP score) and final APP score (determined by the clinician) was analyzed via forward regression. Sub-group comparisons were performed investigating the stability of the relationship across placements. Results: On average, midway agreement was associated with a −0.50 (95% CI −0.67 to −0.33) unit decrease in final placement APP% score. This model was highly statistically significant (p < 0.001) but only explained 24% of the total variance (based on the adjusted r-squared statistic). This relationship was similar in early and late placements. Conclusions: Student–clinician agreement is related to clinical performance. A midway evaluation may provide an important opportunity to identify students “at risk” of poor clinical outcomes enabling timely implementation of support strategies. Further work is required to improve the predictive accuracy of the proposed model
Original languageEnglish
Pages (from-to)63 - 68
Number of pages6
JournalPhysiotherapy Theory and Practice
Volume32
Issue number1
DOIs
Publication statusPublished - 12 Jan 2016

Keywords

  • Clinical
  • clinical skill
  • competence
  • education
  • physiotherapy specialty
  • public health professional
  • students

Cite this

@article{80b0da283d114c52955c09c73af477d9,
title = "Student-clinician agreement in clinical competence as a predictor of clinical placement performance in Australian undergraduate physiotherapy students",
abstract = "Objectives: The opportunity for student self-reflection and the accuracy of that reflection are critical to the acquisition of professional competencies. The relationship between student–clinician agreement and clinical performance in physiotherapy students has not yet been investigated. The aim was to determine whether a simple measure of student–clinician agreement assessed midway during a clinical placement predicts final placement score. Participants: 100 undergraduate Monash University Bachelors of Physiotherapy students and their clinical educators. Main outcome measures: Assessment of Physiotherapy Practice (APP). Method: Clinician and student ratings of student performance across all clinical placements from January 2012–June 2013 at two time-points (midway and final) were entered into a purpose-built, web-based platform, and then averaged across the number of placements undertaken. The relationship between midway student–clinician agreement (student minus clinician APP score) and final APP score (determined by the clinician) was analyzed via forward regression. Sub-group comparisons were performed investigating the stability of the relationship across placements. Results: On average, midway agreement was associated with a −0.50 (95{\%} CI −0.67 to −0.33) unit decrease in final placement APP{\%} score. This model was highly statistically significant (p < 0.001) but only explained 24{\%} of the total variance (based on the adjusted r-squared statistic). This relationship was similar in early and late placements. Conclusions: Student–clinician agreement is related to clinical performance. A midway evaluation may provide an important opportunity to identify students “at risk” of poor clinical outcomes enabling timely implementation of support strategies. Further work is required to improve the predictive accuracy of the proposed model",
keywords = "Clinical, clinical skill, competence, education, physiotherapy specialty, public health professional, students",
author = "Kristin Lo and Osadnik, {Christian R.} and Marcus Leonard and Maloney, {Stephen R.}",
year = "2016",
month = "1",
day = "12",
doi = "10.3109/09593985.2015.1092622",
language = "English",
volume = "32",
pages = "63 -- 68",
journal = "Physiotherapy Theory and Practice",
issn = "0959-3985",
publisher = "Taylor & Francis",
number = "1",

}

TY - JOUR

T1 - Student-clinician agreement in clinical competence as a predictor of clinical placement performance in Australian undergraduate physiotherapy students

AU - Lo, Kristin

AU - Osadnik, Christian R.

AU - Leonard, Marcus

AU - Maloney, Stephen R.

PY - 2016/1/12

Y1 - 2016/1/12

N2 - Objectives: The opportunity for student self-reflection and the accuracy of that reflection are critical to the acquisition of professional competencies. The relationship between student–clinician agreement and clinical performance in physiotherapy students has not yet been investigated. The aim was to determine whether a simple measure of student–clinician agreement assessed midway during a clinical placement predicts final placement score. Participants: 100 undergraduate Monash University Bachelors of Physiotherapy students and their clinical educators. Main outcome measures: Assessment of Physiotherapy Practice (APP). Method: Clinician and student ratings of student performance across all clinical placements from January 2012–June 2013 at two time-points (midway and final) were entered into a purpose-built, web-based platform, and then averaged across the number of placements undertaken. The relationship between midway student–clinician agreement (student minus clinician APP score) and final APP score (determined by the clinician) was analyzed via forward regression. Sub-group comparisons were performed investigating the stability of the relationship across placements. Results: On average, midway agreement was associated with a −0.50 (95% CI −0.67 to −0.33) unit decrease in final placement APP% score. This model was highly statistically significant (p < 0.001) but only explained 24% of the total variance (based on the adjusted r-squared statistic). This relationship was similar in early and late placements. Conclusions: Student–clinician agreement is related to clinical performance. A midway evaluation may provide an important opportunity to identify students “at risk” of poor clinical outcomes enabling timely implementation of support strategies. Further work is required to improve the predictive accuracy of the proposed model

AB - Objectives: The opportunity for student self-reflection and the accuracy of that reflection are critical to the acquisition of professional competencies. The relationship between student–clinician agreement and clinical performance in physiotherapy students has not yet been investigated. The aim was to determine whether a simple measure of student–clinician agreement assessed midway during a clinical placement predicts final placement score. Participants: 100 undergraduate Monash University Bachelors of Physiotherapy students and their clinical educators. Main outcome measures: Assessment of Physiotherapy Practice (APP). Method: Clinician and student ratings of student performance across all clinical placements from January 2012–June 2013 at two time-points (midway and final) were entered into a purpose-built, web-based platform, and then averaged across the number of placements undertaken. The relationship between midway student–clinician agreement (student minus clinician APP score) and final APP score (determined by the clinician) was analyzed via forward regression. Sub-group comparisons were performed investigating the stability of the relationship across placements. Results: On average, midway agreement was associated with a −0.50 (95% CI −0.67 to −0.33) unit decrease in final placement APP% score. This model was highly statistically significant (p < 0.001) but only explained 24% of the total variance (based on the adjusted r-squared statistic). This relationship was similar in early and late placements. Conclusions: Student–clinician agreement is related to clinical performance. A midway evaluation may provide an important opportunity to identify students “at risk” of poor clinical outcomes enabling timely implementation of support strategies. Further work is required to improve the predictive accuracy of the proposed model

KW - Clinical

KW - clinical skill

KW - competence

KW - education

KW - physiotherapy specialty

KW - public health professional

KW - students

UR - http://www.tandfonline.com/doi/full/10.3109/09593985.2015.1092622

U2 - 10.3109/09593985.2015.1092622

DO - 10.3109/09593985.2015.1092622

M3 - Article

VL - 32

SP - 63

EP - 68

JO - Physiotherapy Theory and Practice

JF - Physiotherapy Theory and Practice

SN - 0959-3985

IS - 1

ER -