COMPARISON OF VIDEO COMPETENCY ASSESSMENTS AND TRADITIONAL COMPETENCY ASSESSMENTS IN
PHYSICAL THERAPY EDUCATION
Eckberg K., Shipe N., Billek-Sawhney B., Jones J.
Background and Purpose: The purpose of this study was to determine the effectiveness of competency skill assessments and video competency assessments from the perspective of students enrolled in a doctor of physical therapy program.
Participants: A total of 90 first and second year doctor of physical therapy students at Slippery Rock
University.
Materials/Methods: Participants were asked to complete a 22-item Likert scale survey to assess the effectiveness of two different types of competency assessment designs. The survey was given on two occasions, i.e. following the completion of each of the competency assessments. The survey was developed based on the behavioral objectives found in the course syllabi. Participants in the second year of the program cohort completed the surveys for a neuromuscular course. The traditional competency design required each student to randomly select a patient problem and perform a specific skill, while being evaluated by a clinical evaluator. Clinical skills included, but were not limited to, gross assessment of range of motion, strength, and bed mobility on a mock patient with hemiparesis. The video-based competency format required students to assess and treat a mock patient with neuromuscular dysfunction while the clinical evaluator assessed the students’ performance as the assessment was videotaped. Groups of three students then viewed the three videos, performed self and peer assessments, noting the strengths, weaknesses, similarities, and differences in student performance. Suggestions for future clinical performance improvements were made and submitted a written report outlining these findings and recommendations. Participants in the first year cohort completed surveys for a physical therapy assessment class. The traditional design required each student to randomly select and demonstrate a specific skill on a mock patient while being assessed by a clinical evaluator. Clinical skills included were a patient interview, range of motion using a goniometer, manual muscle testing, sensory and reflex testing, and palpation. The video-based competency format required students to assess a mock patient for a foot and ankle pathology, while the clinical evaluator assessed the student’s performance and the assessment was recorded. Similarly small group self and peer assessments were conducted and a written report was submitted. Descriptive statistics were used to evaluate the data and qualitative information was gathered.
Results: Overall, both the first and second year DPT students felt that the traditional and video competencies were valuable experiences. The majority (≥95%) of the first and second year students agreed that both
Mode: Poster

COMPARISON OF VIDEO COMPETENCY ASSESSMENTS AND TRADITIONAL COMPETENCY ASSESSMENTS IN
PHYSICAL THERAPY EDUCATION
Eckberg K., Shipe N., Billek-Sawhney B., Jones J. formats met the course objectives for expressive and receptive communication, enhancing clinical preparation, and a valuable learning experience for both the traditional and video formats. The first year student’s perspectives did not vary significantly between categories evaluated for either the traditional competency or the video competency. The results of the second year DPT students varied in several categories when comparing the traditional format to the video format. Specifically, 100% of the second year
DPT students agreed or strongly agreed that obtaining a patient history was part of the video competency while only 19% agreed or strongly agreed that obtaining a patient history was part of the traditional format.
Additionally, 100% agreed or strongly agreed that evaluating data and making judgments was part of the video competency compared to 53% for the traditional format. Lastly, 100% of the second year PT students agreed or strongly agreed that putting together an entire examination was part of the video competency while only 12% agreed or strongly agreed that it was part of the traditional format. The results from the first year students showed both the traditional and video assessments to be equally beneficial in the preceding categories. The statistics for self reflection and peer assessment are as follows, 100% of the second year
DPT students agreed or strongly agreed that conducting a self refection was part of the video competency while 93% of the students agreed or strongly agreed it was part of the traditional competency. Of the second year DPT students, 100% agreed or strongly agreed that performing a peer assessment was part of the video competency while only 15% agreed or strongly agreed that performing a peer assessment was part of the traditional format competency.
Conclusions/Clinical Relevance: It is necessary for academic programs to ensure that students are prepared for clinical practice prior to beginning their clinical internship experiences. The results of this study suggest that while both a traditional and video format may be effective assessment tools for students, based on the perspective from the students, the video design may be a more effective format to assess competency of the students and facilitate reflective practice.
Mode: Poster