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Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist

Marisa Birkmeier1,2,3,4, Joyce Maring1,2,3,4, Rebecca Pinkus1,2,3,4

  • 1Marisa Birkmeier is the physical therapy program director and an associate professor in the Department of Health, Human Function, and Rehabilitation Sciences at The George Washington University, 2000 Pennsylvania Avenue, NW, Suite 215, Washington, DC 20006 (mbirkmei@email.gwu.edu). Please address all correspondence to Marisa Birkmeier.

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PubMed
Summary

Preclinical academic performance, including specific tests and cumulative GPA, shows associations with physical therapist student clinical education experience (CEE) performance. A practical retake appeal policy also significantly predicts clinical success, aiding in identifying students needing support.

Keywords:
AssessmentClinical educationClinical performancePerformance test

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Area of Science:

  • Physical Therapy Education
  • Clinical Education Assessment
  • Academic Performance Metrics

Background:

  • Preclinical academic variables are used to measure student performance before clinical education.
  • Existing research on the relationship between preclinical academic variables and clinical education experience (CEE) performance in physical therapy is limited and conflicting.

Purpose of the Study:

  • To explore the relationship between preclinical assessment outcomes, grade point averages (GPAs), and full-time clinical education experience (CEE) performance.
  • To determine the predictive value of these variables for full-time CEE performance.

Main Methods:

  • Retrospective analysis of academic records from 130 graduated physical therapist students (2018-2020).
  • Correlated performance tests, cumulative GPAs, practical retake appeals, and comprehensive exams with CEE performance.
  • Utilized Pearson's correlation, Spearman's rho, and multiple linear regression analysis.

Main Results:

  • Ten of 25 course-specific performance tests were significantly associated with CEE performance.
  • Cumulative GPA and practical retake appeals significantly correlated with CEE III scores and overall CEE performance.
  • Practical retake appeals significantly contributed to clinical performance, explaining 5.3% of variance.

Conclusions:

  • Performance tests are valuable for assessing readiness for CEEs but are only one component of overall competence.
  • Academic progression policies can help identify students at risk before their CEEs, allowing for targeted support.