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Research article
Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design  
Fabian Bizama, Mansoor Alameri, Kristy Jean Demers, Derrick Ferguson Campbell
J Educ Eval Health Prof. 2022;19:34.   Published online December 19, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.34
  • 7,905 View
  • 356 Download
  • 7 Web of Science
  • 9 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States.
Methods
Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022.
Results
Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience.
Conclusion
The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.

Citations

Citations to this article as recorded by  
  • Clinical reasoning competence of finnish physiotherapy students - cross-sectional study
    Kristiina Makkonen, Hilkka Korpi, Tuulikki Sjögren
    European Journal of Physiotherapy.2026; 28(1): 39.     CrossRef
  • Effectiveness of various pedagogical tools to enhance clinical reasoning in physiotherapy: a systematic review
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    Physiotherapy Theory and Practice.2026; : 1.     CrossRef
  • A decade of simulation-based learning in higher Education: Bibliometric mapping of thematic trends, disciplinary adoption, and future directions
    Agariadne Dwinggo Samala, Natalie-Jane Howard, Feri Ferdian, Muammer Maral, Yudha Aditya Fiandra, Yevgeniya Daineko
    Social Sciences & Humanities Open.2026; 14: 103154.     CrossRef
  • An Educational Escape Room's Influence on Physical Therapy Students' Perception of Clinical Reasoning Development: A Qualitative Study
    Jessica L. Sullivan, Karen E. H. Grossnickle, Elizabeth S. Moore, Briyana Morrell
    Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2025; 20(5): 307.     CrossRef
  • Simulation-Based Acute Care Elective Enhances DPT Student Confidence and Interest in Acute Care Without Improving Clinical Decision-Making
    Rebecca P. Johnson, Lindsey Kojich
    Journal of Acute Care Physical Therapy.2025; 16(4): 129.     CrossRef
  • Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study
    Gianluca Bertoni, Valentina Conti, Marco Testa, Ilaria Coppola, Stefania Costi, Simone Battista
    Physiotherapy Research International.2024;[Epub]     CrossRef
  • Physiotherapy education: Simulation-based learning on biopsychosocial training in chronic pain – A mixed-methods study
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    Educación Médica.2023; 24(4): 100810.     CrossRef
  • Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective
    Derrick F. Campbell, Jean-Michel Brismee, Brad Allen, Troy Hooper, Manuel A. Domenech, Kathleen J. Manella
    Philippine Journal of Physical Therapy.2023; 2(2): 12.     CrossRef
Review
The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review  
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
J Educ Eval Health Prof. 2021;18:31.   Published online November 23, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.31
  • 12,251 View
  • 384 Download
  • 15 Web of Science
  • 21 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

Citations

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    Simon Cassidy
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  • Non-Academic Predictors of Academic Performance Throughout a Physical Therapist Education Program
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    Kayla Black, Jessica Feda, Breanna Reynolds, Guillermo Cutrone, Kendra Gagnon
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    BMC Nursing.2023;[Epub]     CrossRef
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Research article
Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic  
Ngatoiatu Rohmani, Rosi Andriani
J Educ Eval Health Prof. 2021;18:9.   Published online May 11, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.9
  • 17,752 View
  • 724 Download
  • 36 Web of Science
  • 41 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

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Review article
The impacts of computer adaptive testing from a variety of perspectives  
Tetsuo Kimura
J Educ Eval Health Prof. 2017;14:12.   Published online May 29, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.12
  • 43,559 View
  • 414 Download
  • 23 Web of Science
  • 21 Crossref
AbstractAbstract PDF
Computer adaptive testing (CAT) is a kind of tailored testing, in that it is a form of computer-based testing that is adaptive to each test-taker’s ability level. In this review, the impacts of CAT are discussed from different perspectives in order to illustrate crucial points to keep in mind during the development and implementation of CAT. Test developers and psychometricians often emphasize the efficiency and accuracy of CAT in comparison to traditional linear tests. However, many test-takers report feeling discouraged after taking CATs, and this feeling can reduce learning self-efficacy and motivation. A trade-off must be made between the psychological experiences of test-takers and measurement efficiency. From the perspective of educators and subject matter experts, nonstatistical specifications, such as content coverage, content balance, and form length are major concerns. Thus, accreditation bodies may be faced with a discrepancy between the perspectives of psychometricians and those of subject matter experts. In order to improve test-takers’ impressions of CAT, the author proposes increasing the target probability of answering correctly in the item selection algorithm even if doing so consequently decreases measurement efficiency. Two different methods, CAT with a shadow test approach and computerized multistage testing, have been developed in order to ensure the satisfaction of subject matter experts. In the shadow test approach, a full-length test is assembled that meets the constraints and provides maximum information at the current ability estimate, while computerized multistage testing gives subject matter experts an opportunity to review all test forms prior to administration.

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JEEHP : Journal of Educational Evaluation for Health Professions
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