Davies Robyn, Ellerton Cindy, Evans Cathy
Department of Physical Therapy, Faculty of Medicine, University of Toronto; Sunnybrook Health Sciences Centre (employed at time of study); Bridgepoint, Sinai Health System, Toronto.
Department of Physical Therapy, Faculty of Medicine, University of Toronto.
Physiother Can. 2017;69(1):65-72. doi: 10.3138/ptc.2015-45E.
We determined which professional behaviours (PBs) are important and feasible to measure in an objective structured clinical examination (OSCE) intended to assess the hands-on skills and knowledge of students in a Canadian physical therapy (PT) program. We used a modified Delphi technique to identify the criteria required to assess PBs in PT students during an OSCE. We conducted a focus group to better understand the results of the modified Delphi process. Experienced local OSCE examiners participated in the modified Delphi panel, which consisted of two rounds of surveys: round 1 (=12) and round 2 (=10). A total of 31 PBs were reduced to 18 through the two rounds. Five of the panellists participated in the focus group, reduced the 18 PBs to 15, and then identified 4 as clinical skills. Participants categorized the remaining 11 as mixed PBs and clinical skills (1 item), PBs (4 items), or communication skills (6 items). This study provides preliminary evidence to support the feasibility and importance of evaluating 5 PB items in practical skills OSCEs for entry-to-practice PT students.
我们确定了在一项旨在评估加拿大物理治疗（PT）项目中学生实践技能和知识的客观结构化临床考试（OSCE）中，哪些专业行为（PBs）对于测量而言既重要又可行。我们采用改良的德尔菲技术来确定在OSCE期间评估PT专业学生PBs所需的标准。我们开展了一个焦点小组以更好地理解改良德尔菲过程的结果。经验丰富的当地OSCE考官参与了改良德尔菲小组，该小组由两轮调查组成：第一轮（=12）和第二轮（=10）。经过两轮，总共31项PBs减少至18项。五名小组成员参与了焦点小组，将这18项PBs减少至15项，然后确定其中4项为临床技能。参与者将其余11项归类为混合PBs和临床技能（1项）、PBs（4项）或沟通技能（6项）。本研究提供了初步证据，以支持在针对即将进入实践阶段的PT专业学生的实践技能OSCE中评估5项PB项目的可行性和重要性。
