Association between computer-based testing and national examination results among physical therapy students

Area of Science:

• Health Professions Education
• Medical Education Technology

Background:

• Computer-based testing (CBT) is increasingly utilized in health professions education.
• Assessing the impact of early academic performance on student outcomes is crucial for curriculum development.

Purpose of the Study:

• To investigate the correlation between early computer-based testing (CBT) results and student satisfaction with learning, school life, graduation research, and national examination performance.
• To determine the educational impact of CBT in undergraduate physical therapy programs.

Main Methods:

• A cohort of 56 male and 42 female physical therapy students was analyzed.
• Students were grouped into four quartiles based on freshman and sophomore year CBT scores.
• Satisfaction levels were measured using a visual analog scale across sophomore, junior, and senior years.
• National examination results were independently scored.

Main Results:

• Freshman-year CBT scores significantly predicted senior-year learning satisfaction and national examination success.
• Sophomore-year CBT scores significantly predicted learning satisfaction in sophomore, junior, and senior years, as well as national examination outcomes.
• A clear association was identified between early CBT performance and later academic and examination achievements.

Conclusions:

• Early computer-based testing (CBT) performance is a significant predictor of long-term academic success and national examination results in physical therapy students.
• The study supports the hypothesis that CBT has a positive educational effect on student learning and outcomes.
• These findings underscore the importance of early CBT assessments for identifying students who may need additional support and for evaluating program effectiveness.