Edgar Susan, Mercer Annette, Hamer Peter
School of Physiotherapy, The University of Notre Dame Australia, 19 Mouat Street, Fremantle, WA 6959, Australia.
Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA 6009, Australia.
Physiotherapy. 2014 Dec;100(4):331-5. doi: 10.1016/j.physio.2014.03.002. Epub 2014 Mar 12.
The purpose of this study was to determine if there is an association between admission interview score and subsequent academic and clinical performance, in a four-year undergraduate physiotherapy course.
Retrospective observational study.
141 physiotherapy students enrolled in two entry year groups.
Individual student performance in all course units, practical examinations, clinical placements as well as year level and overall Grade Point Average. Predictor variables included admission interview scores, admission academic scores and demographic data (gender, age and entry level).
Interview score demonstrated a significant association with performance in three of six clinical placements through the course. This association was stronger than for any other admission criterion although effect sizes were small to moderate. Further, it was the only admission score to have a significant association with overall Clinical Grade Point Average for the two year groups analysed (r=0.322). By contrast, academic scores on entry showed significant associations with all year level Grade Point Averages except Year 4, the clinical year.
This is the first study to review the predictive validity of an admission interview for entry into a physiotherapy course in Australia. The results show that performance in this admission interview is associated with overall performance in clinical placements through the course, while academic admission scoring is not. These findings suggest that there is a role for both academic and non-academic selection processes for entry into physiotherapy.
本研究旨在确定在一个为期四年的本科物理治疗课程中，入学面试成绩与后续学术及临床成绩之间是否存在关联。
回顾性观察研究。
两个入学年份组的141名物理治疗专业学生。
所有课程单元、实践考试、临床实习中的个人学生成绩，以及年级水平和总体平均绩点。预测变量包括入学面试成绩、入学学术成绩和人口统计学数据（性别、年龄和入学水平）。
面试成绩与课程中六个临床实习中的三个实习成绩显著相关。这种关联比任何其他入学标准都更强，尽管效应大小为小到中等。此外，对于所分析的两个年级组，它是唯一与总体临床平均绩点有显著关联的入学成绩（r = 0.322）。相比之下，入学时的学术成绩与除临床四年级外的所有年级平均绩点都有显著关联。
这是第一项回顾澳大利亚物理治疗课程入学面试预测效度的研究。结果表明，此次入学面试成绩与课程中临床实习的总体成绩相关，而学术入学评分则不然。这些发现表明，学术和非学术选拔过程在物理治疗专业入学中都有作用。
