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Related Experiment Video

Updated: Jun 30, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Evaluating clinical reasoning in first year DPT students using a script concordance test.

Lindsey Kojich1, Stephanie A Miller2, Katelyn Axman2

  • 1University of Indianapolis, 1400 E. Hanna Ave, 46227, Indianapolis, IN, USA. kojichl@uindy.edu.

BMC Medical Education
|March 23, 2024
PubMed
Summary
This summary is machine-generated.

A new Script Concordance Test (SCT) reliably assesses clinical reasoning in physical therapy students. While showing good internal consistency, the SCT differentiated between students and experienced clinicians, suggesting its potential for improving Doctor of Physical Therapy education.

Keywords:
AssessmentClinical reasoningPhysical therapyScript concordance test

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Area of Science:

  • Medical Education
  • Physical Therapy
  • Clinical Reasoning Assessment

Background:

  • Script Concordance Tests (SCTs) are used to evaluate clinical reasoning in healthcare education.
  • Their application in entry-level Doctor of Physical Therapy (DPT) programs remains unexplored.
  • This study aimed to develop and validate an SCT for first-year DPT students.

Purpose of the Study:

  • To develop a Script Concordance Test (SCT) for assessing clinical reasoning in first-year Doctor of Physical Therapy (DPT) students.
  • To evaluate the reliability and validity of the developed SCT.

Main Methods:

  • A four-phase development process included faculty consultation, vignette creation (30 vignettes, 3 questions each), pilot testing with clinicians, and administration to students and a reference panel.
  • Internal consistency was assessed using Cronbach's Alpha, score differences analyzed with a t-test, and correlations with academic records explored using Spearman's Rho.

Main Results:

  • The SCT demonstrated good internal consistency (Cronbach's Alpha = 0.74).
  • A statistically significant difference was observed between first-year DPT students (mean 58.5%) and the experienced physical therapist reference panel (mean 65.8%, p < 0.01).
  • No significant correlations were found between student SCT scores and their academic records.

Conclusions:

  • The developed SCT is a reliable tool with satisfactory internal consistency for assessing clinical reasoning in DPT students.
  • The SCT effectively distinguished between the performance of students and experienced clinicians.
  • SCTs hold promise for measuring clinical reasoning in DPT education and informing pedagogical strategies.