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Navigating the system: Physiotherapy student perceptions of performance-based assessment.

Anne O'Connor1, Peter Cantillon2, Oliver McGarr3

  • 1a Department of Clinical Therapies , University of Limerick , Limerick , Ireland.

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Physiotherapy students perceive inconsistencies in performance-based assessments (PBA), shifting focus from learning to grades. Their insights highlight areas for improving these crucial evaluations for better practice readiness.

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Area of Science:

  • Health Professions Education
  • Physiotherapy
  • Assessment in Medical Education

Background:

  • Performance-based assessment (PBA) is vital for evaluating health professional students' readiness for practice.
  • Limited research exists on stakeholder perspectives, particularly students', regarding PBA challenges and facilitators.
  • Understanding student perceptions is crucial for evolving assessment practices.

Purpose of the Study:

  • To explore physiotherapy students' perceptions of performance-based assessment.
  • To identify challenges and facilitators impacting student learning within PBA.
  • To gather insights from central stakeholders for assessment improvement.

Main Methods:

  • Qualitative interpretive constructivist approach.
  • Data collected via six focus group interviews (n=33).
  • Inductive thematic analysis used for data exploration.

Main Results:

  • Two key themes emerged: perceived inconsistencies in the assessment process and their impact on learning.
  • Students utilized experiential knowledge to develop strategies for managing assessment challenges.
  • Identified areas for improvement in current physiotherapy PBAs.

Conclusions:

  • Current physiotherapy PBAs may inadvertently prioritize grades over genuine learning due to inconsistencies.
  • Findings underscore the need for academic and clinical communities to refine assessment procedures.
  • Improving PBA is essential for assuring public confidence and patient safety in physiotherapy.