Reaching Consensus on Measuring Professional Behaviour in Physical Therapy Objective Structured Clinical Examinations.
Purpose:We determined which professional behaviours (PBs) are important and feasible to measure in an objective structured clinical examination (OSCE) intended to assess the hands-on skills and knowledge of students in a Canadian physical therapy (PT) program.Methods:We used a modified Delphi technique to identify the criteria required to assess PBs in PT students during an OSCE. We conducted a focus group to better understand the results of the modified Delphi process.Results:Experienced local OSCE examiners participated in the modified Delphi panel, which consisted of two rounds of surveys: round 1 (n=12) and round 2 (n=10). A total of 31 PBs were reduced to 18 through the two rounds. Five of the panellists participated in the focus group, reduced the 18 PBs to 15, and then identified 4 as clinical skills. Participants categorized the remaining 11 as mixed PBs and clinical skills (1 item), PBs (4 items), or communication skills (6 items).Conclusion:This study provides preliminary evidence to support the feasibility and importance of evaluating 5 PB items in practical skills OSCEs for entry-to-practice PT students.
Department of Physical Therapy, Faculty of Medicine, University of Toronto; Sunnybrook Health Sciences Centre (employed at time of study); Bridgepoint, Sinai Health System, Toronto.
Robyn
R
Davies
Department of Physical Therapy, Faculty of Medicine, University of Toronto.
Cindy
C
Ellerton
Department of Physical Therapy, Faculty of Medicine, University of Toronto.
Cathy
C
Evans
educational measurement; professionalism; students