A systematic review of assessments for procedural skills in physiotherapy education / Assessment von prozeduralen Fähigkeiten in der physiotherapeutischen Ausbildung: Ein systematischer Review
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Jun 30, 2017
About this article
Published Online: Jun 30, 2017
Page range: 53 - 65
Received: Aug 07, 2016
Accepted: Feb 27, 2017
DOI: https://doi.org/10.1515/ijhp-2017-0008
Keywords
© 2017 Martin Sattelmayer, Roger Hilfiker, Gillian Baer, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
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In-and exclusion criteria
| Category | Criteria |
|---|---|
| Population | |
| Educational assessments | |
| Outcome | |
| Measurement properties |
Search strategy
| Population | Assessment | Outcome |
|---|---|---|
| medical education OR education, medical[Mesh] OR physiotherapy education OR physical therapy education OR health professions education OR healthcare education OR allied health care education | scale OR global rating scale OR GRS OR checklist | practical skill* OR psychomotor skill* OR procedural skill* OR clinical skill* |
Characteristics of included studies and assessments_
| Study | Country | Setting | Sample | Assessed procedure | Scale and items | Duration | Patients | Assessors | Purpose |
|---|---|---|---|---|---|---|---|---|---|
| USA | Orthopaedic department | 24 orthopaedic residents | PSMI: Musculoskeletal physical examination; Inspection, palpation, joint range of motion, strength testing and any special tests pertinent to the clinical scenario | Four 12-15 items checklists for clinical scenarios (upper extremity, lower extremity, trauma and spine) on dichotomous scales (yes or no). | 10 Minutes | Standardised patients are required (120 minutes training) | Pool of experienced raters | High stakes purpose | |
| USA | Osteopathic college | 121 osteopathic students (4th year) | PUMI: Osteopathic manipulative treatment of three clinical cases (low back pain, frozen shoulder and asthmatic with cough) | OMT (Osteopathic Manipulative Treatment) assessment tool with 15 items; Every item is scored on a 0 to 2 scale (0 = done incorrectly or not done, 1 = not performed optimally and 2 = done proficiently) | 13 minutes | Standardised patients with 8 hours of formal training | 16 osteopathic physicians (5 hours of formal training) | High stakes examination (OSCE) | |
| USA | University Medical Centre | 72 internal medicine residents | PSMI: Pelvic examination | 29 item dichotomous checklist (yes = when the behaviour was observed; no = when the behaviour was not observed); Includes some items about communication skills | Not specified | Gynaecologic teaching trainer required; 1 trainer was being examined and the second trainer rated the student's skills. | Gynaecologic teaching trainer required | Not specified | |
| USA | University Medical Centre | 72 internal medicine residents | PUMI: Pelvic examination | Global rating scale evaluating the overall performance of the pelvic examination (five-point ordinal scale between 1 = inadequate and 5 = excellent) | Not specified | Gynaecologic teaching trainer required; 1 trainer was being examined and the second trainer rated the student's skills | Gynaecologic teaching trainer required | Not specified | |
| Australia | Physiotherapy department | 12 undergraduate physiotherapy students 4 physiotherapists (at least 2 years of experience) | PSMI: Musculoskeletal physical examination of a patient with a rotator cuff problem | Physical examination checklist (3-point scale: 0 = not done, 1 = done poorly or incompletely and 2 = done well), number of items not available | Mean 30 minutes (range: 20 - 46 minutes) | Standardised patients are required | Assessors with 30 hours of training | High stakes examination (OSCE) | |
| USA | Family medicine department | 5 faculty members and 5 students (semi structured interviews); Focus groups: 7 experienced family medicine educators, 5 residents and 5 faculty members | PUMI: Eligible for all procedures in family medicine | Global Procedural Skills Evaluation Form, 4-point scale, amount of assistance is documented ranging from significant guidance is provided to performed independently; communication skills etc. are included; Student's self-assessment is included; Difficulty of the procedures is rated as well | Not specified | Not required | Not specified | Low stakes examination (formative feedback) | |
It was only possible to use data from a small pilot study. The follow up study evaluated a 6 station OSCE. Single values for a specific scale were not available | USA | Physiotherapy department | 12 undergraduate 1st year physiotherapy students | PSMI: Examination skills in musculoskeletal physiotherapy (shoulder tests) | Checklist for a musculoskeletal OSCE station; 6 items checklist (5 dichotomous items and 1 ordinal item) | 6 minutes | Simulation patients with 2 hours of supervised training and 1 week of independent training | Clinical instructors (2 - 20 years of experience) | Low stakes examination (mid-term) |
| USA | University Medical Centre | 369 medical students (2nd year) | PSMI: Head to toe physical examination | 138 item checklist; three-point scale (0 = incorrect, 1 = correct after prompt, 2 = correct without prompting); Test duration: 2 h; high stakes summative assessment or low stakes formative assessment | 2 hours (45 minutes unprompted exam, remaining 1:45 hours are used for scoring, feedback, and teaching) | Trained patient instructors with 25 hours of training | Trained patient instructors with 25 hours of training | High stakes summative assessment and low stakes formative assessment |