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. 2024 Mar 1;38(1):44-52.
doi: 10.1097/JTE.0000000000000308. Epub 2023 Sep 14.

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

Marisa Birkmeier  1   2   3   4 , Joyce Maring  1   2   3   4 , Rebecca Pinkus  1   2   3   4 , Ellen Costello  1   2   3   4
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Free article

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

Marisa Birkmeier et al. J Phys Ther Educ. .
Free article

Abstract

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.

Keywords: Assessment; Clinical education; Clinical performance; Performance test.

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Conflict of interest statement

Marisa Birkmeier is a current Editorial Board member for the Journal of Physical Therapy Education. The other authors declare no conflict of interest.

References

    1. Commission on Accreditation in Physical Therapy Education. Standards and Required Elements for Accreditation of Physical Therapist Education Programs; 2017. https://www.capteonline.org/globalassets/capte-docs/capte-pt-standards-r.... Accessed June 1, 2021.
    1. Timmerberg JF, Dole R, Silberman N, et al. Physical therapist student readiness for entrance into the first full-time clinical experience: A Delphi study. Phys Ther. 2019;99:131-146.
    1. Yudkowsky R, Park YS, Downing SM, eds. Assessment in Health Professions Education. 2nd ed. New York, NY: Routledge; 2020.
    1. Wessel J, Williams R, Finch E, Gémus M. Reliability and validity of an objective structured clinical examination for physical therapy students. J Allied Health. 2003;32:266-269.
    1. Terry R, Hing W, Orr R, Milne N. Relationships between pre-clinical summative assessment scores and the clinical performance of physiotherapy students. J Allied Health. 2020;49:13E-19E.

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