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Use of learner-driven, formative, ad-hoc, prospective assessment of competence in physical therapist clinical education in the United States: a prospective cohort study  
Carey Holleran, Jeffrey Konrad, Barbara Norton, Tamara Burlis, Steven Ambler
J Educ Eval Health Prof. 2023;20:36.   Published online December 8, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.36
  • 658 View
  • 107 Download
AbstractAbstract PDFSupplementary Material
Purpose
The purpose of this project was to implement a process for learner-driven, formative, prospective, ad-hoc, entrustment assessment in Doctor of Physical Therapy clinical education. Our goals were to develop an innovative entrustment assessment tool, and then explore whether the tool detected (1) differences between learners at different stages of development and (2) differences within learners across the course of a clinical education experience. We also investigated whether there was a relationship between the number of assessments and change in performance.
Methods
A prospective, observational, cohort of clinical instructors (CIs) was recruited to perform learner-driven, formative, ad-hoc, prospective, entrustment assessments. Two entrustable professional activities (EPAs) were used: (1) gather a history and perform an examination and (2) implement and modify the plan of care, as needed. CIs provided a rating on the entrustment scale and provided narrative support for their rating.
Results
Forty-nine learners participated across 4 clinical experiences (CEs), resulting in 453 EPA learner-driven assessments. For both EPAs, statistically significant changes were detected both between learners at different stages of development and within learners across the course of a CE. Improvement within each CE was significantly related to the number of feedback opportunities.
Conclusion
The results of this pilot study provide preliminary support for the use of learner-driven, formative, ad-hoc assessments of competence based on EPAs with a novel entrustment scale. The number of formative assessments requested correlated with change on the EPA scale, suggesting that formative feedback may augment performance improvement.
Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile  
Pablo Quiroga-Marabolí, Marcela Andrea Antúnez-Riveros, Marcela Aguirre-Jerez, Alvaro Besoain Saldaña, José Peralta-Camposano, María Pilar Ruiz de Gauna Bahillo
J Educ Eval Health Prof. 2019;16:9.   Published online April 29, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.9
  • 16,018 View
  • 290 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed.
Methods
The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age.
Results
The total mean score (120.9/200) indicated that the EE was perceived as ‘more positive than negative.’ There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as ‘not too bad,’ and for which first-, third-, and fourth-year students gave a rating corresponding to ‘not a nice place.’ On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32).
Conclusion
Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.

Citations

Citations to this article as recorded by  
  • Perspective of educational environment on students’ perception of teaching and learning
    Falguni Singh, Monika Saini, Ashish Kumar, Seeram Ramakrishna, Mousumi Debnath
    Learning Environments Research.2023; 26(2): 337.     CrossRef
  • Evaluation of the Educational Environment Based on the Perception of Occupational Therapy (OT) Students at Shiraz University of Medical Sciences in Iran (2013 - 2020)
    Sahar Ghanbari, Ali Reza Jamali, Somaye Kavousipor
    Middle East Journal of Rehabilitation and Health Studies.2023;[Epub]     CrossRef
  • The Role of Teaching Hospital Characteristic in Achievement of Doctor Competency in Universitas Muhammadiyah Yogyakarta
    S A T S Estri, A Majdawati, W Kusumawati
    Journal of Physics: Conference Series.2020; 1471(1): 012038.     CrossRef
  • Perception of clinical educational environment by student of physiotherapy based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile
    Karen Córdova-León, Lincoyán Fernández-Huerta, Marcela Rojas-Vargas
    Journal of Educational Evaluation for Health Professions.2019; 16: 16.     CrossRef
Brief Report
Proposal for a Modified Dreyfus and Miller Model with simplified competency level descriptions for performing self-rated surveys  
Janghee Park
J Educ Eval Health Prof. 2015;12:54.   Published online November 30, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.54
  • 36,599 View
  • 333 Download
  • 10 Web of Science
  • 11 Crossref
AbstractAbstract PDF
In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one’s own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models—Dreyfus’ Five-stage Model and Miller’s Pyramid—and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one’s competency level in surveys.

Citations

Citations to this article as recorded by  
  • Long-Term Retention of Advanced Cardiovascular Life Support Knowledge and Confidence in Doctor of Pharmacy Students
    Susan E. Smith, Andrea N. Sikora, Michael Fulford, Kelly C. Rogers
    American Journal of Pharmaceutical Education.2024; 88(1): 100609.     CrossRef
  • Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students
    Shishir Ram Shetty, Colin Alexander Murray, Sausan Al Kawas, Sara Jaser, Natheer Al-Rawi, Wael Talaat, Sangeetha Narasimhan, Sunaina Shetty, Pooja Adtani, Shruthi Hegde
    Medical Education Online.2023;[Epub]     CrossRef
  • Assessment of a support garment in parastomal bulging from a patient perspective: a qualitative study
    Trine Borglit, Marianne Krogsgaard, Stine Zeberg Theisen, Mette Juel Rothmann
    International Journal of Qualitative Studies on Health and Well-being.2022;[Epub]     CrossRef
  • Milestones 2.0: An advancement in competency-based assessment for dermatology
    Kiran Motaparthi, Laura Edgar, William D. Aughenbaugh, Anna L. Bruckner, Alexa Leone, Erin F. Mathes, Andrea Murina, Ronald P. Rapini, David Rubenstein, Ashley Wysong, Erik J. Stratman
    Clinics in Dermatology.2022; 40(6): 776.     CrossRef
  • Sandbox of Competence: A Conceptual Model for Assessing Professional Competence
    Alcides Luiz Neto, Luciano Ferreira da Silva, Renato Penha
    Administrative Sciences.2022; 12(4): 182.     CrossRef
  • Preparation for Challenging Cases: What Differentiates Expert From Novice Surgeons?
    Iman Ghaderi, Lev Korovin, Timothy M. Farrell
    Journal of Surgical Education.2021; 78(2): 450.     CrossRef
  • Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning
    Dalia Bajis, Betty Chaar, Rebekah Moles
    Pharmacy.2020; 8(2): 81.     CrossRef
  • Meeting Personal Health Care Needs in Primary Care: A Response From the Athletic Training Profession
    Wade Green, Eric Sauers
    Athletic Training Education Journal.2020; 15(4): 278.     CrossRef
  • Dreyfus scale-based feedback increased medical students’ satisfaction with the complex cluster part of a interviewing and physical examination course and improved skills readiness in Taiwan
    Shiau-Shian Huang, Chia-Chang Huang, Ying-Ying Yang, Shuu-Jiun Wang, Boaz Shulruf, Chen-Huan Chen
    Journal of Educational Evaluation for Health Professions.2019; 16: 30.     CrossRef
  • Fitness for purpose in anaesthesiology: a review
    Nicola Kalafatis, Thomas Sommerville, Pragasan Dean Gopalan
    Southern African Journal of Anaesthesia and Analgesia.2018; 24(6): 148.     CrossRef
  • Confidence in Procedural Skills before and after a Two-Year Master’s Programme in Family Medicine in Gezira State, Sudan
    K. G. Mohamed, S. Hunskaar, S. H. Abdelrahman, E. M. Malik
    Advances in Medicine.2017; 2017: 1.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions