This study was designed to determine the effect of videotape replay on the quality and accuracy of student self-evaluation. Thirty-two junior physical therapy students were asked to perform a clinical skill and to assess their performances using the Performance Evaluation Form (PEF) designed for this study. The students in the Experimental Group assessed their performances after viewing a videotape replay. Students in the Control Group assessed their performances without viewing videotape replays. Faculty judges used the PEF to rate each student's performance. The instructor and student ratings were compared to determine the accuracy of student ratings. In addition, two faculty judges used a scale designed for this study to rate the degree of quality of each student's self-evaluation. No significant differences were found between the Experimental Group and the Control Group on either of the variables tested. The data gathered in this study indicated that videotape replay lacks value in enhancing self-assessment when evaluation immediately follows the performance of a skill. Further study is indicated.

Feedback and evaluation are both integral parts of daily communications that supervisors and instructors use to help employees and students learn and grow. The purpose of this article is to provide guidelines for the effective use of feedback and evaluation in the supervision and performance assessment of students and staff therapists and assistants. I define feedback and evaluation and give examples of their uses. Reactions of students and staff to feedback and evaluation are identified. Carkhuff's phases of helping are described and integrated in a model with interaction characteristics and strategies that supervisors and instructors use when giving feedback and evaluation. I describe and suggest applications of the model for using feedback and evaluation to facilitate the development of independent and competent physical therapists and assistants.

Students and practicing physical therapists are expected to be clinical problem solvers. The absence of clinical problem solving may result in decreased individuality of patient services. The purpose of this article is to assist clinical supervisors in identifying specific difficulties in clinical problem solving and to clarify confusions in the supervisor's perception of the problem-solving behaviors of students and therapists. I present a model by comparing the behaviors of the problem solver with the behaviors of the nonproblem solver at each step in the problem-solving process and then discuss sources of confusion in the perception of problem solving. I provide examples and suggest applications of the model for improving clinical problem-solving abilities.

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