Related Experiment Video
Updated: Sep 12, 2025
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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.
Introduction:
The purposes of this study were to (1) explore the relationship of preclinical assessment outcomes and grade point averages (GPAs) with full-time clinical education experience (CEE) performance and (2) determine the predictive value of associated variables to full-time CEE performance.
Review Of Literature:
In-program academic variables such as performance tests, comprehensive examinations, and GPAs reflect a measure of student performance before clinical education. Limited and conflicting physical therapist education research exists examining the relationship between preclinical in-program academic variables and CEE performance.
Subjects:
A retrospective convenience sample of 130 graduated PT student academic records with expected graduation years of 2018, 2019, and 2020.
Methods:
Academic records related to performance test outcomes, cumulative program GPAs, utilization of a practical retake appeal policy, and comprehensive examination performance were correlated with CEE performance. A dichotomous ordinal rating scale quantified CEE performance per full-time experience based on the presence of a learning contract. Overall CEE performance was defined as the percentage from the combined CEE performance scores across all experiences. Data analyses included Pearson's correlation coefficient, Spearman's rho, and a multiple linear regression analysis.
Results:
Ten of 25 course-specific performance tests had significant associations with CEE performance. Cumulative GPA and the practical retake appeal were significantly associated with the CEE III score and overall CEE performance. The practical retake appeal was a significant contributor to clinical performance, explaining 5.3% of the variance (β = 0.24, P = .01, 95% CI 0.01 to 0.09, part correlation = 0.23, tolerance = 0.91).
Discussion And Conclusion:
These findings support the use of performance tests as an effective assessment strategy before CEEs but only represent one aspect of the full picture of readiness to practice. Academic progression policies can offer a mechanism for early identification to support at-risk students before the CEEs.
More Related Videos
Related Concept Videos
01:29Reliability and Validity
02:20Correlations
01:13Sensitivity, Specificity, and Predicted Value
Sensitivity is the...
01:25Multiple Regression
Farmers can use multiple regression to determine the crop yield based on more than one factor, such as water availability, fertilizer, soil properties, etc. Here, the crop yield is the response or dependent variable as it depends on the other independent variables. The analysis requires the construction of a scatter plot...
01:03Prediction Intervals
However, the point estimate is most likely not the exact value of the population parameter, but close to it. After calculating point estimates, we construct interval estimates, called confidence intervals or prediction intervals. This prediction interval comprises a range of values unlike the point estimate and is a better predictor of the observed sample value, y.
01:52Regression Toward the Mean