Vendrely Ann, Carter Russell
Physical Therapy Program, Governors State University, University Park, Illinois 60466, USA.
J Allied Health. 2004 Spring;33(1):62-9.
Physical therapist education consists of two distinct elements: the didactic preparation and the clinical education experiences. Clinical instructors at affiliated clinics supervise physical therapist students during clinical education. A clinical instructor can receive additional training through two commonly offered programs: Clinical Performance Instrument (CPI) training, which involves 1 hour of instruction, and Clinical Instructor Education and Credentialing Program (CIECP), which includes 15 contact hours of instruction and assessment. The purpose of this study was to determine if completion of either or both of these training programs affected the rating of the CPI by a clinical instructor. Thirty-four licensed physical therapists participated in the study. They were current clinical instructors or physical therapists who were interested in becoming clinical instructors. The subjects were shown a videotape of a simulated student interacting with a simulated client. The subjects were asked to rate the student's performance using the first five criteria of the CPI. The first five criteria were selected for the study because of their designation as determinants for a successful clinical education experience. Background and demographic data were gathered in addition to the CPI ratings. Four groups of clinical instructors were determined from their previous training, then differences in CPI ratings were analyzed. The groups were CIECP and CPI training, CIECP training only, CPI training only, and no training. A multivariate analysis of variance showed statistical significance between training groups but no statistical significance based on previous use of the CPI. Post hoc tests identified the differences as occurring between the group with CIECP and CPI training compared with the groups with only CPI training or no training when rating the first criterion for safety. Rating the second criterion of responsible behavior was different between the CIECP-only group and the CPI only group. This study indicated that completion of CIECP and CPI training affected rating of the first criterion of the CPI compared with clinical instructors who completed the CPI only. Completion of the CIECP only affected the rating of the second CPI criterion compared with CPI-only training. Previous use of the instrument was not significant in this study. Assessment of student performance in the clinical setting is a complex task and further analysis of the training and use of the CPI is needed.
理论教学准备和临床教育经历。附属诊所的临床指导教师在临床教育期间监督物理治疗专业学生。临床指导教师可以通过两个常见的培训项目接受额外培训：临床绩效工具（CPI）培训，包括1小时的指导；以及临床指导教师教育与认证项目（CIECP），包括15个学时的指导和评估。本研究的目的是确定完成这两个培训项目中的一个或两个是否会影响临床指导教师对CPI的评分。34名有执照的物理治疗师参与了该研究。他们是现任临床指导教师或有兴趣成为临床指导教师的物理治疗师。研究对象观看了一段模拟学生与模拟患者互动的录像带。要求研究对象使用CPI的前五项标准对学生的表现进行评分。选择前五项标准进行研究是因为它们被指定为成功临床教育经历的决定因素。除了CPI评分外，还收集了背景和人口统计学数据。根据之前的培训情况确定了四组临床指导教师，然后分析CPI评分的差异。这四组分别是CIECP和CPI培训组、仅CIECP培训组、仅CPI培训组和未培训组。多变量方差分析显示培训组之间存在统计学意义，但基于之前对CPI的使用情况无统计学意义。事后检验确定，在对安全的第一项标准进行评分时，CIECP和CPI培训组与仅CPI培训组或未培训组之间存在差异。仅CIECP组和仅CPI组在对责任行为的第二项标准进行评分时存在差异。本研究表明，与仅完成CPI培训的临床指导教师相比，完成CIECP和CPI培训影响了对CPI第一项标准的评分。与仅CPI培训相比，仅完成CIECP仅影响对CPI第二项标准的评分。在本研究中，该工具之前的使用情况不具有显著性。在临床环境中评估学生表现是一项复杂的任务，需要对CPI的培训和使用进行进一步分析。
