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Use of the Hypothesis-Oriented Algorithm to Prepare Students for an Objective Structured Clinical Examination in
Marcie C Swift1, Mohamed Kohia, Amy Foley
1Dep. of Physical Therapy Education, Rockhurst University, 1100 Rockhurst Road, Kansas City, MO 64110, USA. Tel 816-501-4871, fax 816-501-4643. marcie.swift@rockhurst.edu.
Objective:
The purpose of this study is to examine the effect of using the Hypothesis-Oriented Algorithm for Clinicians (HOAC II) on student satisfaction and performance scores in a physical therapy Objective Structured Clinical Examinations (OSCE).
Methods:
Forty-three Doctor of Physical Therapy students were recruited to participate in two exam preparation groups. One group (n=21) was assigned to study the HOAC II and the other group (n=22) was assigned to a control group. An independent t-test was used to assess the effect of group assignment on performance scores and satisfaction scores.
Results:
The results of the independent t-test showed no significant difference in performance scores between groups. The results of the independent t-test were significant for question 2 on the student satisfaction survey, with the HOAC II group expressing more satisfaction, p=0.01. Additionally, the total satisfaction of the OSCE experience was significantly different between groups, p=0.03, with the HOAC II group expressing more satisfaction.
Conclusion:
The HOAC II has been shown to enhance the experience of completing an OSCE in second-year Doctor of Physical Therapy students.
