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Investigating physiotherapy stakeholders' preferences for the development of performance-based assessment in practice education.

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dc.contributor.author O'Connor, Anne
dc.contributor.author Krucien, Nicolas
dc.contributor.author Cantillon, Peter
dc.contributor.author Parker, Melissa
dc.contributor.author McCurtin, Arlene
dc.date.accessioned 2020-05-15T08:54:07Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/8818
dc.description peer-reviewed en_US
dc.description.abstract Objectives Discrete choice experiments (DCEs) are used in healthcare to measure the relative importance that stakeholders give to different features (or attributes) of medical treatments or services. They may also help to address research questions in health professional education. Several challenges exist regarding the performance-based assessment process (PBA) employed in physiotherapy practice-based education, a process which determines students’ readiness for independent practice. Evidence highlights many commonalities among these challenges, but it is unknown which factors are the most important to stakeholders. The use of DCE methodology may provide answers and help to prioritise areas for development. Thus, this study employed DCE to identify clinical educators’, practice tutors and physiotherapy students’ preferences for developing the PBA process in physiotherapy. Design Attributes (aspects of the PBA process known to be important to stakeholders) were derived from focus group interviews conducted with three groups; physiotherapy students, clinical educators (practising clinicians) and practice tutors (dedicated educational roles in the workplace). These attributes included the PBA tool, grading mechanisms, assessors involved, and, feedback mechanisms. Preferences for each group were calculated using a logistic regression model. Results Seventy-two students, 124 clinical educators and 49 practice tutors (n = 245) participated. Priorities identified centred primarily on the mandatory inclusion of two assessors in the PBA process and on refinement of the PBA tool. Conclusion Employment of DCE enabled the prioritisation of stakeholder-informed challenges related to PBA in physiotherapy practice-based education. This corroborates findings from previous qualitative work and facilitates a prioritised pathway for development of this process. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Physiotherapy; 108, pp. 46-54
dc.relation.uri https://doi.org/10.1016/j.physio.2020.04.003
dc.rights This is the author’s version of a work that was accepted for publication in Physiotherapy. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Physiotherapy, https://doi.org/10.1016/j.physio.2020.04.003 en_US
dc.subject performance-based assessment en_US
dc.subject physiotherapy en_US
dc.subject student en_US
dc.subject discrete choice experiment en_US
dc.title Investigating physiotherapy stakeholders' preferences for the development of performance-based assessment in practice education. en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-05-15T08:37:10Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1016/j.physio.2020.04.003
dc.identifier.doi 10.1016/j.physio.2020.04.003
dc.contributor.sponsor HRB en_US
dc.relation.projectid HPF-2016-1695 en_US
dc.date.embargoEndDate 2021-05-01
dc.embargo.terms 2021-05-01 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2953877
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Physiotherapy
dc.description.status peer-reviewed


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