Vendrely Ann M
Governors State University, Department of Physical Therapy, University Park, IL, USA.
J Allied Health. 2007 Summer;36(2):e108-23.
The purpose of this study was to investigate relationships among clinical education performance, academic performance, critical thinking (CT) skills, and success on the National Physical Therapy Examination (NPTE) of graduates from a post-baccalaureate professional physical therapy program. Results of previous research comparing clinical and academic performance measures have been mixed. Academic performance measures have been linked to CT skills and NPTE performance but identifying factors related to success on the NPTE is unclear. Subjects. Forty-two graduates of one professional physical therapy program participated. The average age at completion of the program was 28.77 years (SD 3.89) with a range of 24-40 years. The sample was primarily female (69%) and White/non-Hispanic (92.9%) with the remaining 7.1% representing Asian/Pacific Islander.
Data for this study collected at the end of the academic program included scores for the California Critical Thinking Skills Test (CCTST), ratings on the Clinical Performance Instrument (CPI), and final Grade Point Average (GPA). The remaining data was self-reported after graduation with each participant providing individual NPTE scores to the researcher.
Analysis was performed using SPSS 12.0 to calculate a Pearson product moment correlation comparing the scores on the CCTST, CPI, GPA, and NPTE. Logistic regression analysis was used to determine the relationship between the outcome variable of passing the NPTE on the first attempt and scores on the CCTST, CPI and GPA.
Two-tailed Pearson product moment correlation found significant relationships between CCTST scores and success on the NPTE (r=0.35; p=0.023) and between GPA and success on the NPTE (r=0.334; p=0.031). Logistic regression analysis results were not significant for any of the variables. CONCLUSION AND CONCLUSION: This research indicates a relationship exists between CCTST, GPA and the NPTE. Expanding the search for meaningful variables to include admission data or other program data might be helpful.
本研究旨在调查学士学位后专业物理治疗项目毕业生的临床教育表现、学业成绩、批判性思维（CT）技能与国家物理治疗考试（NPTE）成绩之间的关系。以往比较临床和学业成绩指标的研究结果不一。学业成绩指标与CT技能和NPTE成绩相关，但尚不清楚与NPTE成功相关的因素。受试者。来自一个专业物理治疗项目的42名毕业生参与了研究。完成该项目时的平均年龄为28.77岁（标准差3.89），年龄范围为24至40岁。样本主要为女性（69%），白人/非西班牙裔（92.9%），其余7.1%为亚裔/太平洋岛民。
本研究在学术项目结束时收集的数据包括加利福尼亚批判性思维技能测试（CCTST）的分数、临床表现工具（CPI）的评分以及最终平均绩点（GPA）。其余数据在毕业后由每位参与者向研究人员自行报告个人NPTE成绩。
使用SPSS 12.0进行分析，计算CCTST、CPI、GPA和NPTE分数之间的Pearson积差相关性。逻辑回归分析用于确定首次通过NPTE的结果变量与CCTST、CPI和GPA分数之间的关系。
双尾Pearson积差相关性发现CCTST分数与NPTE成功之间存在显著关系（r = 0.35；p = 0.023），GPA与NPTE成功之间也存在显著关系（r = 0.334；p = 0.031）。逻辑回归分析结果对任何变量均无显著意义。结论：本研究表明CCTST、GPA与NPTE之间存在关系。扩大对有意义变量的搜索范围，纳入入学数据或其他项目数据可能会有所帮助。
