Bilge Çocuk Special Education and Rehabilitation Center, Beysukent, Çankaya, Ankara, s06800, Turkey.
Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation, Lokman Hekim University, Ankara, Turkey.
BMC Med Educ. 2024 Oct 17;24(1):1162. doi: 10.1186/s12909-024-06180-w.
Clinical education is a crucial process in which students learn how to use theoretical knowledge in clinical settings. However, there is no standardized assessment tool routinely used to evaluate the clinical performance of physiotherapy students in Turkey. This study aimed to examine the psychometric (validity and reliability) and edumetric (acceptability, feasibility, and educational impact) properties of the Turkish version of the Assessment of Physiotherapy Practices (APP-T).
This methodological study included 7 clinical educators and 174 4th-grade physiotherapy students at three universities in Turkey. Students were assessed with the APP-T on completion of 4-week clinical placements. The construct validity was examined using the exploratory factor analysis. The internal consistency was determined using Cronbach's α-coefficient. The test-retest and inter-rater reliability were evaluated with the intra-class correlation coefficient (ICC). For the measurement error of the APP-T, standard error of measurement (SEM) and minimum detectable change (MDC) values were calculated. After the administration of the APP-T was completed, clinical educators were requested to provide feedback on the acceptability, applicability, and educational impact of the APP-T.
Exploratory factor analysis demonstrated the 20 items of the APP-T represent a single dominant dimension explaining 76.28% of the variance. Excellent test-retest and inter-rater reliability was detected by ICC = 0.94 and ICC = 0.77, respectively, and good internal consistency was detected by Cronbach's α = 0.935. The MDC values for test-retest and inter-rater reliability were 3.11 and 6.86, respectively. Clinical educators provided generally positive feedback on the acceptability, feasibility, and educational impact of the APP-T.
The current findings provided evidence for universities and clinical educators that the APP-T has sufficient psychometric and educational properties for evaluating the clinical performance of physiotherapy students in Turkey.
临床教育是学生将理论知识应用于临床环境的重要过程。然而，土耳其目前没有标准化的评估工具来评估物理治疗学生的临床表现。本研究旨在检验土耳其版物理治疗实践评估（APP-T）的心理计量学（有效性和可靠性）和教育计量学（可接受性、可行性和教育影响）特性。
这是一项方法学研究，纳入了土耳其三所大学的 7 名临床教育者和 174 名四年级物理治疗学生。学生在完成 4 周临床实习后，使用 APP-T 进行评估。使用探索性因子分析检验结构效度。采用 Cronbach's α 系数确定内部一致性。采用组内相关系数（ICC）评估测试-重测和组间信度。为了测量 APP-T 的测量误差，计算了测量标准误差（SEM）和最小可检测变化（MDC）值。在 APP-T 管理完成后，要求临床教育者对 APP-T 的可接受性、适用性和教育影响提供反馈。
探索性因子分析显示，APP-T 的 20 个项目代表一个单一的主导维度，解释了 76.28%的方差。通过 ICC 分别为 0.94 和 0.77，显示出优秀的测试-重测和组间信度，以及良好的内部一致性，Cronbach's α 为 0.935。测试-重测和组间信度的 MDC 值分别为 3.11 和 6.86。临床教育者对 APP-T 的可接受性、可行性和教育影响提供了普遍积极的反馈。
目前的研究结果为大学和临床教育者提供了证据，表明 APP-T 具有足够的心理计量学和教育特性，可用于评估土耳其物理治疗学生的临床表现。
