Torres-Narvaez MR1, Rodríguez-Grande EI1, Vargas-Pinilla O-C1
1Universidad del Rosario, Cundinamarca, Bogota, Colombia
Background: The evaluation of competency-based training processes in the clinical field is essential for The evaluation of competency-based training processes in the clinical field is essential for health professionals since it allows tracking the ways in which these competencies are acquired. We conducted a review of the literature and found that no studies have examined tools for measuring clinical competence in a Spanish-speaking context. In addition, the tools that have been created for an English-speaking context have not been validated in Spanish. Therefore, there is a need to create and evaluate a tool that assesses student competencies and the quality of their performance in a professional context in Colombia, according to the professional competency parameters established by the Colombian Physical Therapy Association (Asociación Colombiana de Fisioterapia [ASCOFI]).
Purpose: The objective was to create and evaluate the validity and reproducibility of a tool that measures clinical competencies in Physical Therapy students, that assesses the quality of their performance in a professional context.
Methods: A descriptive study was designed. The Measurement Tool for Clinical Competencies in Physical Therapy was done based on the evaluation of experts, and assessed through Delphi technique during a process that took seven months and the participation of 39 experts: 15 clinicians, 24 instructors. The tool was evaluated with students that were doing their clinical practice in hospitals of 3rd and 4th medical attention levels in hospitalization, intensive care and outpatient areas. Validity was evaluated using AIKEN Index and factor analysis. Inter-evaluator reproducibility for the scores was evaluated with the Intraclass Correlation Coefficient.
Results: Established dimensions for the tool were clinical reasoning and professional behavior, with factor analysis of 44.7 and 35.9 %, respectively. Content Validity showed an AIKEN Agreement Validity Index above 90 % and a positive Content Validity Index above 0.2. For construct validity, the measure of sampling adequacy showed very high correlation among the scale items (KMO=0.956), and an adequate application of the method (p 0.001). Cronbach's alpha reached 0.982 for internal congruence of the tool. Inter-evaluator reproducibility for the measures of clinic reasoning, professional behavior, and the tool's overall score were strong (ICC=0.984, 0930 and 0.983, respectively).
Conclusion(s): This study developed a measurement tool for clinical competencies in Physical Therapy as a more objective assessment strategy to use in the learning process, in a Spanish-speaking context. Statistical evidence data related to content validity, construct, reproducibility, and internal consistency suggests that this instrument has valuable psychometric properties for use with physical therapy students in clinical placements.
Implications: The present study could be used as an strategy for feedback on academic follow-up of professional training programs in Physical Therapy in Latin America; it also as an evaluation tool for professional performance in national and international certification. The tool could contribute to improving the quality of assessing training and professional practice of Physical Therapy. It is important that educators and institutions have access to such an instrument, which could be used to enhance teaching and learning, provide feedback to students, and support self-assessment of acquisition of clinical competencies.
Keywords: Clinical education, Physical Therapy, student outcomes
Funding acknowledgements: Funding provided by Asociación Colombiana de Facultades de Fisioterapia - ASCOFAFI (Colombian Association of Physiotherapy Faculties) and Universidad del Rosario.
Purpose: The objective was to create and evaluate the validity and reproducibility of a tool that measures clinical competencies in Physical Therapy students, that assesses the quality of their performance in a professional context.
Methods: A descriptive study was designed. The Measurement Tool for Clinical Competencies in Physical Therapy was done based on the evaluation of experts, and assessed through Delphi technique during a process that took seven months and the participation of 39 experts: 15 clinicians, 24 instructors. The tool was evaluated with students that were doing their clinical practice in hospitals of 3rd and 4th medical attention levels in hospitalization, intensive care and outpatient areas. Validity was evaluated using AIKEN Index and factor analysis. Inter-evaluator reproducibility for the scores was evaluated with the Intraclass Correlation Coefficient.
Results: Established dimensions for the tool were clinical reasoning and professional behavior, with factor analysis of 44.7 and 35.9 %, respectively. Content Validity showed an AIKEN Agreement Validity Index above 90 % and a positive Content Validity Index above 0.2. For construct validity, the measure of sampling adequacy showed very high correlation among the scale items (KMO=0.956), and an adequate application of the method (p 0.001). Cronbach's alpha reached 0.982 for internal congruence of the tool. Inter-evaluator reproducibility for the measures of clinic reasoning, professional behavior, and the tool's overall score were strong (ICC=0.984, 0930 and 0.983, respectively).
Conclusion(s): This study developed a measurement tool for clinical competencies in Physical Therapy as a more objective assessment strategy to use in the learning process, in a Spanish-speaking context. Statistical evidence data related to content validity, construct, reproducibility, and internal consistency suggests that this instrument has valuable psychometric properties for use with physical therapy students in clinical placements.
Implications: The present study could be used as an strategy for feedback on academic follow-up of professional training programs in Physical Therapy in Latin America; it also as an evaluation tool for professional performance in national and international certification. The tool could contribute to improving the quality of assessing training and professional practice of Physical Therapy. It is important that educators and institutions have access to such an instrument, which could be used to enhance teaching and learning, provide feedback to students, and support self-assessment of acquisition of clinical competencies.
Keywords: Clinical education, Physical Therapy, student outcomes
Funding acknowledgements: Funding provided by Asociación Colombiana de Facultades de Fisioterapia - ASCOFAFI (Colombian Association of Physiotherapy Faculties) and Universidad del Rosario.
Topic: Education: clinical
Ethics approval required: Yes
Institution: Universidad del Rosario
Ethics committee: Research Ethics Committee of the Universidad del Rosario
Ethics number: CEI-ABN026-000298
All authors, affiliations and abstracts have been published as submitted.
