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Naidoo V1, Maleka D2, Stewart A1
1University of the Witwatersrand, Physiotherapy, Johannesburg, South Africa, 2Sefako Makgatho Health Sciences University, Physiotherapy, Pretoria, South Africa
Background: Clinical education, a core component of a physiotherapy curriculum, is not discretely evaluated in South Africa. It is not quantitatively known if the goals/objectives of the clinical programme are achieved, neither are its limitations known. This gap thus led to the development of this study. A clinical education programme must be locally relevant and internationally competitive in order to comply with local (Health Professions Council of South Africa) and international (WCPT) regulatory bodies.This practical component of an undergraduate physiotherapy programme allows students to learn in real-life situations (contextual environment); students develop, apply and integrate practical skills and theory learnt. This process enhances their clinical reasoning skills, develops professional attitudes and behaviours, and leads to the development of a competent professional. Part 1 of this study which was presented at WCPT 2017, revealed the themes that need to be included in this tool.
Purpose: This study aimed to develop, validate and test the reliability of an assessment tool that objectively evaluates the clinical education component of a physiotherapy curriculum. The second phase of this development is presented in this abstract. The second phase aimed to determine the face and content validity of the preliminary tool.
Methods: The Delphi method was used to obtain consensus with regard to items that should be included ; reduce the number of items contained in the preliminary tool; develop a scoring system, and suggest a name for the tool. The preliminary tool was emailed to phase 1 participants. Three Delphi rounds occurred in order to achieve the aim of this phase. The tool was then subjected to factor analysis.
Results: Governance, Academic Structure and Operational Structure with a variety of items in each, emerged from phase 1 data. Items that obtained 80% consensus in the Delphi rounds were retained in the tool; a scoring method and a name for the tool also emerged. Factor analysis rationalised the items under each theme.
Conclusion(s): This tool is now ready to be tested at different universities, (in local - SA, African countries and developed world countries), that have a four year undergraduate programme.
Implications: This tool has the potential to act as a quality assurance tool when developing and evaluating clinical education platforms
Keywords: Clinical education, programme evaluation, quality assurance
Funding acknowledgements:
Purpose: This study aimed to develop, validate and test the reliability of an assessment tool that objectively evaluates the clinical education component of a physiotherapy curriculum. The second phase of this development is presented in this abstract. The second phase aimed to determine the face and content validity of the preliminary tool.
Methods: The Delphi method was used to obtain consensus with regard to items that should be included ; reduce the number of items contained in the preliminary tool; develop a scoring system, and suggest a name for the tool. The preliminary tool was emailed to phase 1 participants. Three Delphi rounds occurred in order to achieve the aim of this phase. The tool was then subjected to factor analysis.
Results: Governance, Academic Structure and Operational Structure with a variety of items in each, emerged from phase 1 data. Items that obtained 80% consensus in the Delphi rounds were retained in the tool; a scoring method and a name for the tool also emerged. Factor analysis rationalised the items under each theme.
Conclusion(s): This tool is now ready to be tested at different universities, (in local - SA, African countries and developed world countries), that have a four year undergraduate programme.
Implications: This tool has the potential to act as a quality assurance tool when developing and evaluating clinical education platforms
Keywords: Clinical education, programme evaluation, quality assurance
Funding acknowledgements:
- NRF - Thuthuka Funding
- South African Society of Physiotherapy
- Wits FRC Grant
Topic: Education: clinical
Ethics approval required: Yes
Institution: University of the Witwatersrand
Ethics committee: Human Research Ethics Committee
Ethics number: M140706
All authors, affiliations and abstracts have been published as submitted.
