Navigating the system: Physiotherapy student perceptions of performance-based assessment

Abstract

Background: Performance-based assessment (PBA) is an integral component of health professional education as it determines students’ readiness for independent practice. Stakeholder input can provide valuable insight regarding its challenges, facilitators, and impact on student learning, which may further its evolution. Currently, evidence of stakeholder opinion is limited. Thus, we aimed to explore physiotherapy students’ perceptions of performance-based assessment in their capacity as its central stakeholders.

Methods: A qualitative interpretive constructivist approach was employed using focus group interviews for data collection. Six focus groups were completed (n = 33). Inductive thematic analysis was used to explore the data.

Results: Two themes were identified. The first outlined perceived inconsistencies within the process, and how these impacted on student learning. The second described how students used their experiential knowledge to identify strategies to manage these challenges thus identifying key areas for improvement.

Conclusion: Inconsistencies outlined within the current physiotherapy performance-based assessment process encourage an emphasis on grades rather than on learning. It is timely that the physiotherapy academic and clinical communities consider these findings alongside evidence from other health professions to improve assessment procedures and assure public confidence and patient safety.

Acknowledgements

The authors would like to acknowledge the advice and assistance of Dr Amanda Clifford in the early design of this study.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Ms. Anne O'Connor, MSc, BSc, PGDip (Clin Teach), MISCP, PhD candidate, is a HRB Research Fellow at University of Limerick, Ireland. She undertook this study as part of her PhD research which will investigate performance-based assessment within the discipline of physiotherapy.

Professor Peter Cantillon, MB, BCH, BAO, MSc, MRCGP, MHPE, is an educationalist with a special interest in clinical education and faculty development. He holds a personal chair in primary care in National University of Ireland, Galway, Ireland.

Dr Oliver McGarr, PhD, MA Ed, BTech (Ed), MA Education, Dip. Psych., is a senior lecturer and Head of School of Education at University of Limerick, Ireland.

Dr Arlene McCurtin, PhD, MSc, BA, MIASLT, is a lecturer in speech and language therapy and post graduate coordinator at the Department of Clinical Therapies, University of Limerick, Ireland.

Glossary

Clinical educator: Also known as practice educator. Refers to experienced practitioners in health professional roles who undertake student supervision and assessment in the clinical learning environment.

Practice tutor: Qualified practitioners employed to facilitate the practice education process for students and clinical educators within some health professional programs. These personnel do not carry a service caseload but rather are affiliated with higher education institutions to support clinical sites, which undertake supervision of large numbers of students.

Additional information

Funding

This work was supported by Health Research Board, Ireland [HPF-2016-1695].