Abstract
The purpose of this study was to determine whether or not the specific item checklist (checklist) and global rating scale (GRS) scores are correlated in practical skills examinations (PSEs). Professional behaviour was evaluated using both the checklist and GRS scores for 183 students in three PSEs. Mean, standard deviation, and correlation for checklist and GRS scores were calculated for each station, within each PSE. Pass rate for checklist and GRS was determined for each PSE, as well as for each individual checklist item within each PSE. Overall, pass rate was high for both checklist and GRS evaluations of professional behaviour in all PSEs. Generally, mean scores for the checklist and GRS were high, with low standard deviations, resulting in low data variability. Spearman correlation between total checklist and GRS scores was statistically significant for two out of five stations in PSE 1, five out of six stations in PSE 2, and three out of four stations in PSE 3. The GRS is comparable to the checklist for evaluation of professional behaviour in physical therapy (PT) students. The correlation between the checklist and GRS appears to become stronger in the assessment of more advanced students.
Highlights
IntroductionThe “Essential Competency Profile for Physiotherapists (the terms “Physiotherapist” and “Physical Therapist” are synonymous in Canada)+ in Canada” defines a professional as one that “[is] committed to the best interest of clients and society through ethical practice, support[s] profession-led regulation, and [has] high personal standards of behaviour ([1, page 14]).” Professional behaviour is the outward display, through actions, of the inner attitudes and values a person possesses [2]
The “Essential Competency Profile for Physiotherapists+ in Canada” defines a professional as one that “[is] committed to the best interest of clients and society through ethical practice, support[s] profession-led regulation, and [has] high personal standards of behaviour ([1, page 14]).” Professional behaviour is the outward display, through actions, of the inner attitudes and values a person possesses [2]
Evaluations were collected for 101 students in practical skills examinations (PSEs) 1 from five stations, resulting in 505 checklists and 505 global rating scale (GRS) scores; 104 students in PSE 2 from six stations, resulting in 624 checklists and 624 GRS scores; and 79 students in PSE 3 from four stations, resulting in 316 checklists and 316 GRS scores
Summary
The “Essential Competency Profile for Physiotherapists (the terms “Physiotherapist” and “Physical Therapist” are synonymous in Canada)+ in Canada” defines a professional as one that “[is] committed to the best interest of clients and society through ethical practice, support[s] profession-led regulation, and [has] high personal standards of behaviour ([1, page 14]).” Professional behaviour is the outward display, through actions, of the inner attitudes and values a person possesses [2]. Professional behaviour is the outward display, through actions, of the inner attitudes and values a person possesses [2]. In an internationally developed consensus statement on professionalism Hodges et al [4] concluded that professional behaviour is complex and multidimensional encompassing three scopes: individual (attributes and behaviours), interpersonal (interactions with others and in contexts), and macrosocietal (social responsibility, political platforms, economics, and moral). It is essential for practicing healthcare clinicians to behave in a manner that embraces all elements and scopes of professionalism. It is important to evaluate students’ professional behaviour in clinical scenarios, such as Objective Structured Clinical Examinations (OSCEs), prior to commencement of clinical internships
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