scholarly journals Scoring of the Physical Therapist Clinical Performance Instrument (PT-CPI): Analysis of 7 Years of Use

2010 ◽  
Vol 62 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Peggy L. Proctor ◽  
Vanina P. Dal Bello-Haas ◽  
Arlis M. McQuarrie ◽  
M. Suzanne Sheppard ◽  
Rhonda J. Scudds
Keyword(s):  
Physical Therapist ◽  
Clinical Performance ◽  
Clinical Performance Instrument

scholarly journals Validation of the Revised Physical Therapist Clinical Performance Instrument (PT CPI): Version 2006

2012 ◽  
Vol 92 (3) ◽  
pp. 416-428 ◽  
Author(s):  
Kathryn E. Roach ◽  
Jody S. Frost ◽  
Nora J. Francis ◽  
Scott Giles ◽  
Jon T. Nordrum ◽  
...  
Keyword(s):  
United States ◽  
Student Performance ◽  
Physical Therapist ◽  
Clinical Performance ◽  
The United States ◽  
Final Evaluation ◽  
Convenience Sample ◽  
Evaluation Data ◽  
Physical Therapist Students ◽  
Clinical Performance Instrument

Background Based on changes in core physical therapy documents and problems with the earlier version, the Physical Therapist Clinical Performance Instrument (PT CPI): Version 1997 was revised to create the PT CPI: Version 2006. Objective The purpose of this study was to validate the PT CPI: Version 2006 for use with physical therapist students as a measure of clinical performance. Design This was a combined cross-sectional and prospective study. Methods A convenience sample of physical therapist students from the United States and Canada participated in this study. The PT CPI: Version 2006 was used to collect CPI item–level data from the clinical instructor about student performance at midterm and final evaluation periods in the clinical internship. Midterm evaluation data were collected from 196 students, and final evaluation data were collected from 171 students. The students who participated in the study had a mean age of 24.8 years (SD=2.3, range=21–41). Sixty-seven percent of the participants were from programs in the United States, and 33% were from Canada. Results The PT CPI: Version 2006 demonstrated good internal consistency, and factor analysis with varimax rotation produced a 3-factor solution explaining 94% of the variance. Construct validity was supported by differences in CPI item scores between students on early compared with final clinical experiences. Validity also was supported by significant score changes from midterm to final evaluations for students on both early and final internships and by fair to moderate correlations between prior clinical experience and remaining course work. Limitations This study did not examine rater reliability. Conclusion The results support the PT CPI: Version 2006 as a valid measure of physical therapist student clinical performance.

scholarly journals The influence of pre-professional curricula on components of the Physical Therapist Clinical Performance Instrument

2017 ◽  
Author(s):  
Molly Goldwasser ◽  
Kyle Covington
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Professional Behavior ◽  
Quantitative Review ◽  
Arts And Sciences ◽  
Doctor Of Physical Therapy ◽  
Carnegie Classifications ◽  
Significant Difference ◽  
Clinical Performance Instrument

Background and Purpose: The purpose of this study is to investigate any association between pre-enrollment curricula and clinical performance in physical therapy professional schools. Specifically, does the type of undergraduate institution (as defined by Carnegie classification type) influence performance on components of the Physical Therapist Clinical Performance Instrument? Methods: The study methods include a retrospective quantitative review of student educational records from the Duke Doctor of Physical Therapy (DPT) classes of 2013 to present. Kruskal-Wallis tests were used to determine significance of the dependent variables. Results: Results indicated that when the Carnegie Classifications were consolidated to five categories, there was only a significant difference in score for one of the 108 possible scales in the CPI (Professional Behavior, Final 3). Students who attended an undergraduate institution with a professional focus (category 5) scored significantly (p=.033) higher on this Professional Behavior scale than did students who attended an undergraduate institution with an arts and sciences focus (category 1). When the Carnegie Classifications were consolidated to four categories, two scales showed significant results (Professional Behavior, Final 3; Accountability, Final 3). Conclusions: The study fails to confirm the hypothesis that the type of undergraduate institution influences performance on components of the Physical Therapist Clinical Performance Instrument. There is virtually no difference on clinical performance based on undergraduate institution type.

Evaluation and Modification of the Physical Therapist Clinical Performance Instrument

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Mitch Wolden ◽  
Elsa Drevyn ◽  
Cindy Flom-Meland ◽  
Lori N. Gusman
Keyword(s):  
Physical Therapist ◽  
Clinical Performance ◽  
Clinical Performance Instrument

scholarly journals Integrated Clinical Experiences in a Campus Onsite Clinic: A Self-Contained Model of Physical Therapy Clinical Education

2014 ◽  
Author(s):  
Ann Wilson
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Learning Experiences ◽  
Academic Program ◽  
Full Time ◽  
Clinical Experiences ◽  
Wellness Program ◽  
Academic Knowledge

Purpose: This paper describes a self-contained model of integrated clinical experiences (ICEs) that take place during the academic portion of an entry-level physical therapist education program in a campus onsite clinic. Description of Model: Students participate in ICEs for three consecutive semesters. Students provide pro bono physical therapy services to individuals with impairments, functional limitations, or changes in physical function resulting from a variety of health conditions. In addition, students participate in an exercise/wellness program for individuals who wish to improve or maintain their current levels of fitness. The first ICE consists of second-year students observing/assisting third-year students in the onsite clinic with basic patient care skills and participation in an exercise/wellness program. Students in the second and third ICEs provide ongoing one-on-one skilled therapy for individuals with neurological or musculoskeletal diagnoses. Results: Feedback obtained from onsite clinical instructors, core academic faculty, students, and patients receiving care in the onsite clinic through group debriefings, questionnaires, and interviews is used to assess students’ readiness for full-time internships and effectiveness of the ICEs. The feedback reveals that the ICEs are meeting their intended goals. Category ratings in the “red flag” areas of the Clinical Performance Instrument (CPI) are consistently above expected levels for students completing their first full-time clinical internship. In addition, patients receiving care in the onsite clinic report a high level of satisfaction with the care provided. Conclusion/Possible Recommendations: This model provides students with an opportunity to gain clinical confidence in a realistic setting while reinforcing concepts presented in academic coursework. Providing ICEs on campus decreases reliance on clinical facilities and allows for academic program oversight of the quality of the learning experiences and early identification of students who have deficits in clinical skills and/or academic knowledge. The learning experiences provided in the onsite clinic give students a transitional experience that helps them benefit more fully from full-time internships. A potential challenge to this model is finding the space and financial resources needed to make it viable.

scholarly journals Emotional Intelligence as a Predictor for Clinical Performance in Professional Physical Therapy Students

2010 ◽  
Author(s):  
Erika Lewis
Keyword(s):  
Emotional Intelligence ◽  
Physical Therapy ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Physical Therapy Students ◽  
Grade Point ◽  
Version 2.0 ◽  
Clinical Performance Instrument ◽  
Future Work ◽  
The Relationship

Background and Purpose. The purpose of the admission process in the graduate physical therapy (PT) program is to evaluate information that can predict an individual’s potential for success in the program. To date there is no reliable way to predict clinical performance of physical therapy students. Emotional intelligence has been shown to predict clinical performance in other medical professions and may be a predictor for clinical performance in PT. Generic abilities of clinical performance are critically important in the PT profession and are evaluated using the Clinical Performance Instrument (CPI). This study examined the relationship between clinical performance and emotional intelligence. Subjects. Fifty-six graduate physical therapy students (46 female, 10 male) between the ages of 23 to 38 years (25.7 + 3.6 years) from four Eastern Massachusetts schools participated. Methods. Clinical Performance Instrument (CPI) scores (version 4), the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT version 2.0)scores, Graduate Record Exam (GRE) scores, pre-requisite grade point averages (GPAs) and demographic information were collected. Results. Total CPI score (R2 = 0.36, p <0.02) and scores on individual items of Professional behavior (R2 = 0.31), Performing Interventions (R2 = 0.35, p < 0.04) and Performing an Examination (R2 = 0.28) were not significantly related to emotional intelligence. Emotional intelligence was not significantly related to GRE scores (r =.14, p = 0.31) or pre-requisite school GPA (r = 0.10, p = 0.46). Discussion and Conclusion. Within the limitations of this research, the MSCEIT did not prove to be a successful predictor either by itself or in combination with other variables in predicting CPI performance. Future work with emotional intelligence surveys as predictors of CPI performance should start with examining those who pass the clinical experience part of the PT program compared to those who do not. After understanding the relationship between success and failure on the CPI, an examination of those that score high on the CPI versus those that merely pass could be studied.

scholarly journals Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

2021 ◽  
Vol 3 ◽  
Author(s):  
Jamie Bayliss
Keyword(s):  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Cohort Analysis ◽  
Full Time ◽  
Clinical Experiences ◽  
Data Set ◽  
Final Assessment ◽  
Mesh Terms ◽  
Significant Difference

Rationale: A variety of clinical education (CE) exist. Models emphasizing full-time clinical experiences (FTCE) have higher number of full-time hours (high-hours) with less prior didactic preparation and integration with the curriculum. Models including integrated clinical experiences (ICE), part-time ICE (PTICE), and in-class patient experiences (IcPE) integrate experiences with didactic content but include a lower number of full-time hours (low-hours). The purpose of this study is to determine if a re-designed CE curricular model that emphasized IcPEs and ICE with low-hours better prepares students than a version that emphasized FTCEs with high-hours as measured by scores on the Clinical Performance Instrument (CPI). Methods: A retrospective cohort study was conducted on a data set of 183 Doctor of Physical Therapy students who participated in an initial and final terminal CE experience. Data included student pre-admission data, demographics, and evaluation type, period, and rating for all 18 CPI criteria for the initial and final terminal CE experiences. Data were analyzed using SPSS Statistics. Results: A statistically significant difference was found between cohorts for the initial terminal CE experience midterm assessment. One CPI factor was significant on the initial terminal CE experience final assessment and the final terminal CE experience midterm assessment (p < .05). Within cohort analysis for all three CPI factors at all assessment periods were statistically significant. Conclusion: All students significantly improved from midterm to final assessment periods of the initial and final terminal CE experiences. Therefore, IcPE, allowing faculty to mentor and provide feedback to students should be considered an alternative to FTCE prior to students’ initial terminal CE experience. MeSH Terms: curriculum, education, students

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