Yeldon J.1, Wilson R.1, Laferriere J.1, Arseneau G.1, Gu S.1, Hall M.2, Norman K.3, Yoshida K.1, Mori B.1
1University of Toronto, Department of Physical Therapy, Toronto, Canada, 2University of Alberta, Department of Physical Therapy, Edmonton, Canada, 3Queen's University, School of Rehabilitation Therapy, Kingston, Canada
Background: In 2014, a standardized measure called the Canadian Physiotherapy Assessment of Clinical Performance (ACP) was developed and has been recently adopted by twelve Canadian Physiotherapy University programs. During a student's clinical internship, the student and their clinical instructor (CI) are required to complete, review and discuss their completed ACP forms together at the mid and final point of the internship. These performance assessment discussions help to structure the clinical experience, outline performance expectations and evaluate instructional effects. There is currently limited research examining the essential features, challenges and benefits of a performance assessment discussion from the perspectives of student and CI in physiotherapy literature.
Purpose: The purpose of this study was to explore the students' and CIs' experiences discussing the assessment of the students' clinical performance at mid and final points of the clinical internship using the ACP.
Methods: This study used a qualitative descriptive design. Face-to-face semi-structured focus groups were held between January to June 2016 with students from the University of Toronto MScPT class of 2016 and CIs from four different practice settings within the Greater Toronto Area.
Results: All participants (total sample size n=29) recognized the importance of having face-to-face performance assessment discussions in a quiet and private space. Students and CIs agreed that the ACP helped structure and focus performance assessment discussions. Valuable discussions occurred when students were open-minded and self-reflected on their performance and when CIs were honest and used their expertise to guide learning. Other key features included mutual preparedness, 2-way feedback that was constructive and tangible, and a process of goal setting. The power differential and emotional aspect were seen as challenges of these discussions.
Conclusion(s): Our findings indicate that valuable discussions have the potential to provide meaningful feedback, strengthen the student-CI relationship and engage the learner in an on-going and cumulative learning process towards professional development.
Implications: Based on the results from our study, as well as existing literature, we provide five key recommendations as a framework to promote a valuable performance assessment discussion.
1. The discussion should occur in a conducive environment to enhance open two-way discussion.
2. Both the student and the CI should invest in the discussion by being prepared, honest and open-minded.
3. On-going communication should precede the discussion throughout the internship to mitigate feelings of apprehension and anxiety towards these formal feedback sessions.
4. Both positive and constructive feedback should be tangible, specific, supportive, directly related to examples and provide the learner with a clear understanding of their strengths and areas of improvements.
5. The discussion should extend beyond the realm of the immediate environment/internship and include a conversation about professional competence, development and socialization.
When utilized together, these recommendations should promote a valuable dynamic exchange that shares meaningful feedback, encourages co-learning and a sense of partnership between student and clinical educator. Moreover, these recommendations should contribute to the socialization of students into the physiotherapy profession.
Funding acknowledgements: None
Topic: Education: clinical
Ethics approval: Research Ethics Board of the University of Toronto
All authors, affiliations and abstracts have been published as submitted.
