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Reaching Consensus on Measuring Professional Behaviour in Physical Therapy Objective Structured Clinical

Robyn Davies¹, Cindy Ellerton², Cathy Evans²

¹Department of Physical Therapy, Faculty of Medicine, University of Toronto; Sunnybrook Health Sciences Centre (employed at time of study); Bridgepoint, Sinai Health System, Toronto.

Physiotherapy Canada. Physiotherapie Canada

|February 4, 2017

Summary

This study identified key professional behaviors (PBs) for assessing physical therapy (PT) students in objective structured clinical examinations (OSCEs). Five crucial PBs were deemed important and feasible for evaluating PT students

Keywords:

educational measurement professionalism students

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Area of Science:

Medical Education
Physical Therapy

Background:

Assessing professional behaviors (PBs) is crucial for physical therapy (PT) students.
Objective Structured Clinical Examinations (OSCEs) are a common tool for evaluating clinical skills.

Purpose of the Study:

To determine important and feasible professional behaviors (PBs) for assessment in OSCEs for Canadian physical therapy (PT) students.
To identify specific PBs suitable for objective measurement in a clinical skills examination.

Main Methods:

Modified Delphi technique involving experienced OSCE examiners.
Two rounds of surveys followed by a focus group discussion.
Iterative reduction and categorization of identified professional behaviors.

Main Results:

Initial 31 PBs were reduced to 18 through Delphi rounds.
A focus group further refined the list to 15 PBs.
Five professional behaviors were identified as feasible and important for OSCE assessment.

Conclusions:

Preliminary evidence supports the feasibility and importance of evaluating 5 specific PBs in practical skills OSCEs.
This study provides a foundation for developing standardized OSCE assessment tools for entry-to-practice PT students.