Perceptions of Physical Therapy Students on their Psychomotor Examinations: a Qualitative Study.

INTRODUCTION

Practical examinations are necessary to demonstrate learning in the psychomotor, cognitive, and affective domains. Student perceptions of the organization and execution of practical examinations are an important consideration in the development of practical examinations.

REVIEW OF THE LITERATURE

Multiple other health professions have investigated students' perceptions of objective structured clinical examinations (OSCE). There is little in the physical therapy literature with respect to student perception regarding proctor presence during practical examinations or OSCEs.

SUBJECTS

The participants were members of the classes of 2019-2021 in a Doctor of Physical Therapy (DPT) program at a New England University.

METHODS

A qualitative thematic approach was applied to de-identified transcripts of student focus group interviews. Independently coded themes were identified, discussed, and refined iteratively.

RESULTS AND DISCUSSION

Four themes emerged with multiple subthemes: impact of proctor being present; realistic, patient-focused experience; preparation for the practical; and stress. Students valued preparation that included clear expectations, utilization of formative assessments, and peer feedback prior to the practical. They also noted that a distractive-free testing space, having no proctor present in the room, recording the practical, and the format of OSCE's decreased stress and improved performance.

CONCLUSIONS

These findings add to the body of knowledge in physical therapy and provide guidance to faculty as they plan and organize practical examinations.