Loomis J
Physiother Can. 1985 Mar-Apr;37(2):83-9.
The study of clinical competence in physical therapy (PT) to date has focused primarily on a definition of the knowledge, skills, judgements, and attitudes that must be acquired by PT students for a satisfactory performance on entry into professional practice. Concomitant with this emphasis on defining clinical competence is the need for an accurate evaluation of the students' clinical competence during clinical practice. This study was designed to develop a tool for the evaluation of the clinical competence of PT students and to contribute to the definition of a construct of clinical competence. Three steps were involved in developing the evaluation tool. First, the clinical competencies required for PT practice were identified from a survey of the PT literature and professional documents. The identified clinical competencies were then validated through the analysis of a questionnaire completed by 121 physical therapists working in Edmonton, Alberta. The questionnaire results also provided a basis for determining the standards of performance by which to assess these competencies. Subsequently, an Evaluation of Clinical Competence (ECC) was designed as a behaviourally-anchored rating scale to determine, according to four standards of performance, whether a PT student could adequately perform the clinical competencies necessary to practise the profession.
迄今为止，物理治疗（PT）临床能力的研究主要集中在对知识、技能、判断和态度的定义上，这些是PT专业学生在进入专业实践时为获得令人满意的表现所必须掌握的。与强调定义临床能力相伴的是，需要在临床实践期间对学生的临床能力进行准确评估。本研究旨在开发一种评估PT专业学生临床能力的工具，并为临床能力结构的定义做出贡献。开发评估工具涉及三个步骤。首先，通过对PT文献和专业文件的调查，确定PT实践所需的临床能力。然后，通过对艾伯塔省埃德蒙顿市121名物理治疗师填写的问卷进行分析，对确定的临床能力进行验证。问卷结果还为确定评估这些能力的表现标准提供了依据。随后，设计了临床能力评估（ECC）作为一种行为锚定评级量表，根据四个表现标准，确定PT专业学生是否能够充分履行从事该专业所需的临床能力。
