The Relationship Between Pre-Clinical Summative Assessment Scores and Student Performance in Clinical Practice

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Abstract

Aim: To determine the relationship between students’ summative assessment scores in pre-clinical coursework and their performance in clinical practice. Design: A retrospective cohort study of students from four consecutive intakes of a post-graduate entry-level physiotherapy program. Method: Assessment data for pre-clinical and clinical practice subjects in four core clinical areas of physiotherapy were retrieved. Summative assessments investigated were Objective Structured Clinical Examinations, written examinations and oral presentations. Performance in clinical practice was measured using the Assessment of Physiotherapy Practice instrument. Mean scores for each assessment type were calculated and entered into SPSS v23 for analysis.. Linear and multiple regression were undertaken between mean pre-clinical summative assessment scores and clinical performance scores. Ethical approval was received from Bond University Human Research Ethics Committee. Results: Assessment data from 121 students were included. Pre-clinical assessment scores were significantly related with clinical performance: Objective Structured Clinical Examination r2 = 0.30, p <0.001; written examination r2 = 0.11, p<0.001; oral presentation r2 = 0.07, p = 0.003. A multiple regression model containing the three pre-clinical assessments (adjusted R2 = 0.321) demonstrated significant independent contributors to clinical performance: Objective Structured Clinical Examinations (β = 0.511. p <0.005) and oral presentations (β = 0.201, p = 0.010). Conclusion: Objective Structured Clinical Examination scores had a moderate predictive relationship with clinical performance, explaining 30% of the variance in student clinical performance. Objective Structured Clinical Examination scores could be used to identify students at a greater risk of poor performance in clinical practice, thereby providing an opportunity for intervention and remediation before students commence placement.
Original languageEnglish
Publication statusPublished - 17 Oct 2017
EventAPA National Physiotherapy Conference MOMENTUM 2017 - Cockle Bay Wharf, Sydney, Australia
Duration: 19 Oct 201721 Oct 2017

Conference

ConferenceAPA National Physiotherapy Conference MOMENTUM 2017
Abbreviated titleAPA
CountryAustralia
CitySydney
Period19/10/1721/10/17
OtherAustralian Physiotherapy Association (APA) Momentum 2017 is organized by Australian Physiotherapy Association (APA) and would be held during Oct 19 - 21, 2017 at Cockle Bay Wharf, Sydney, New South Wales, Australia. The target audience for this medical meeting basically for Physicians.

Physiotherapists have always been innovators in health, pushing forward to deliver excellent patient outcomes.

As the healthcare landscape becomes more competitive, it is important to keep moving with the changes. MOMENTUM 2017, the APA national conference will empower you to be part of the future of Australian and global physiotherapy.

Join with the rest of the profession to hear from leaders in physiotherapy about the latest clinical research. Meet the people you need to know to help you grow in your profession and discover the newest innovations.

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Students
Oral Diagnosis
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Linear Models
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Retrospective Studies

Cite this

@conference{54c1494ec6284bc4b7bd92e309ef6b39,
title = "The Relationship Between Pre-Clinical Summative Assessment Scores and Student Performance in Clinical Practice",
abstract = "Aim: To determine the relationship between students’ summative assessment scores in pre-clinical coursework and their performance in clinical practice. Design: A retrospective cohort study of students from four consecutive intakes of a post-graduate entry-level physiotherapy program. Method: Assessment data for pre-clinical and clinical practice subjects in four core clinical areas of physiotherapy were retrieved. Summative assessments investigated were Objective Structured Clinical Examinations, written examinations and oral presentations. Performance in clinical practice was measured using the Assessment of Physiotherapy Practice instrument. Mean scores for each assessment type were calculated and entered into SPSS v23 for analysis.. Linear and multiple regression were undertaken between mean pre-clinical summative assessment scores and clinical performance scores. Ethical approval was received from Bond University Human Research Ethics Committee. Results: Assessment data from 121 students were included. Pre-clinical assessment scores were significantly related with clinical performance: Objective Structured Clinical Examination r2 = 0.30, p <0.001; written examination r2 = 0.11, p<0.001; oral presentation r2 = 0.07, p = 0.003. A multiple regression model containing the three pre-clinical assessments (adjusted R2 = 0.321) demonstrated significant independent contributors to clinical performance: Objective Structured Clinical Examinations (β = 0.511. p <0.005) and oral presentations (β = 0.201, p = 0.010). Conclusion: Objective Structured Clinical Examination scores had a moderate predictive relationship with clinical performance, explaining 30{\%} of the variance in student clinical performance. Objective Structured Clinical Examination scores could be used to identify students at a greater risk of poor performance in clinical practice, thereby providing an opportunity for intervention and remediation before students commence placement.",
author = "Rebecca Terry and Hing, {Wayne A} and Orr, {Rob Marc} and Nikki Milne",
year = "2017",
month = "10",
day = "17",
language = "English",
note = "APA National Physiotherapy Conference MOMENTUM 2017, APA ; Conference date: 19-10-2017 Through 21-10-2017",

}

Terry, R, Hing, WA, Orr, RM & Milne, N 2017, 'The Relationship Between Pre-Clinical Summative Assessment Scores and Student Performance in Clinical Practice' APA National Physiotherapy Conference MOMENTUM 2017, Sydney, Australia, 19/10/17 - 21/10/17, .

The Relationship Between Pre-Clinical Summative Assessment Scores and Student Performance in Clinical Practice. / Terry, Rebecca; Hing, Wayne A; Orr, Rob Marc; Milne, Nikki.

2017. Abstract from APA National Physiotherapy Conference MOMENTUM 2017, Sydney, Australia.

Research output: Contribution to conferenceAbstractResearchpeer-review

TY - CONF

T1 - The Relationship Between Pre-Clinical Summative Assessment Scores and Student Performance in Clinical Practice

AU - Terry, Rebecca

AU - Hing, Wayne A

AU - Orr, Rob Marc

AU - Milne, Nikki

PY - 2017/10/17

Y1 - 2017/10/17

N2 - Aim: To determine the relationship between students’ summative assessment scores in pre-clinical coursework and their performance in clinical practice. Design: A retrospective cohort study of students from four consecutive intakes of a post-graduate entry-level physiotherapy program. Method: Assessment data for pre-clinical and clinical practice subjects in four core clinical areas of physiotherapy were retrieved. Summative assessments investigated were Objective Structured Clinical Examinations, written examinations and oral presentations. Performance in clinical practice was measured using the Assessment of Physiotherapy Practice instrument. Mean scores for each assessment type were calculated and entered into SPSS v23 for analysis.. Linear and multiple regression were undertaken between mean pre-clinical summative assessment scores and clinical performance scores. Ethical approval was received from Bond University Human Research Ethics Committee. Results: Assessment data from 121 students were included. Pre-clinical assessment scores were significantly related with clinical performance: Objective Structured Clinical Examination r2 = 0.30, p <0.001; written examination r2 = 0.11, p<0.001; oral presentation r2 = 0.07, p = 0.003. A multiple regression model containing the three pre-clinical assessments (adjusted R2 = 0.321) demonstrated significant independent contributors to clinical performance: Objective Structured Clinical Examinations (β = 0.511. p <0.005) and oral presentations (β = 0.201, p = 0.010). Conclusion: Objective Structured Clinical Examination scores had a moderate predictive relationship with clinical performance, explaining 30% of the variance in student clinical performance. Objective Structured Clinical Examination scores could be used to identify students at a greater risk of poor performance in clinical practice, thereby providing an opportunity for intervention and remediation before students commence placement.

AB - Aim: To determine the relationship between students’ summative assessment scores in pre-clinical coursework and their performance in clinical practice. Design: A retrospective cohort study of students from four consecutive intakes of a post-graduate entry-level physiotherapy program. Method: Assessment data for pre-clinical and clinical practice subjects in four core clinical areas of physiotherapy were retrieved. Summative assessments investigated were Objective Structured Clinical Examinations, written examinations and oral presentations. Performance in clinical practice was measured using the Assessment of Physiotherapy Practice instrument. Mean scores for each assessment type were calculated and entered into SPSS v23 for analysis.. Linear and multiple regression were undertaken between mean pre-clinical summative assessment scores and clinical performance scores. Ethical approval was received from Bond University Human Research Ethics Committee. Results: Assessment data from 121 students were included. Pre-clinical assessment scores were significantly related with clinical performance: Objective Structured Clinical Examination r2 = 0.30, p <0.001; written examination r2 = 0.11, p<0.001; oral presentation r2 = 0.07, p = 0.003. A multiple regression model containing the three pre-clinical assessments (adjusted R2 = 0.321) demonstrated significant independent contributors to clinical performance: Objective Structured Clinical Examinations (β = 0.511. p <0.005) and oral presentations (β = 0.201, p = 0.010). Conclusion: Objective Structured Clinical Examination scores had a moderate predictive relationship with clinical performance, explaining 30% of the variance in student clinical performance. Objective Structured Clinical Examination scores could be used to identify students at a greater risk of poor performance in clinical practice, thereby providing an opportunity for intervention and remediation before students commence placement.

M3 - Abstract

ER -