Performance Evaluation of Occupational Therapy Students: A Reliability Study

Polatajko, Helene J.; Lee, Leala; Bossers, Ann

doi:10.1177/000841749406100106

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…American students have a standardised form, the Fieldwork Evaluation for Occupational Therapists (Best 1994), and the Performance Evaluation of Occupational Therapy Students is widely used in Canada (Polatajko et al 1994). In the United Kingdom, each university or college that awards marks for fieldwork provides its own descriptors of how marks should be awarded.…”

Section: Clinical Performancementioning

confidence: 99%

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

Howard¹

2000

British Journal of Occupational Therapy

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This paper examines the relationships between the entry qualifications and the fieldwork score, academic score and final degree score of a group of 168 occupational therapy and physiotherapy students. The data were gathered from spreadsheets showing the results of students' practical and written assignments and their final degree score computed from these. Details of entry qualifications were obtained from students' personal files. Statistical analyses were carried out on the data obtained to support or refute hypotheses generated by the literature search. It was found that the physiotherapy students with A-levels had higher average scores on entry than the occupational therapy students but that, over the 3 years of their degree, this discrepancy disappeared and there was no significant difference in either fieldwork score or final degree score between the two sets of students. A statistically significant difference was, however, found between the final academic scores of physiotherapy students entering with qualifications other than A-levels, mostly BTEC, and those with A-levels. The results suggest that entry qualifications are poor predictors of both fieldwork and academic outcomes and support the School of Occupational Therapy and Physiotherapy at the University of East Anglia in its policy of a flexible approach to entry requirements; however, careful monitoring should be continued.

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Section: Clinical Performancementioning

confidence: 99%

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

Howard¹

2000

British Journal of Occupational Therapy

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“…If fieldwork in general has caused problems, its assessment has caused equal concern. There is a growing awareness that students' fieldwork performance is not always assessed soundly, consistently or comparably (Barker 1990, Polatajko et al 1994, Cracknell 1997. Defining incompetence in this context is challenging.…”

Section: Controversies In Fieldwork Educationmentioning

confidence: 99%

The Computation of Fieldwork Achievement in Occupational Therapy Degrees: Measuring a Minefield?

Westcott¹,

Rugg²

2001

British Journal of Occupational Therapy

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Fieldwork is a distinct element of undergraduate occupational therapy degrees. Students are seconded from educational institutions to fieldwork educators in practice settings, where their vocational competence is developed and assessed. Fieldwork procedures are devised by individual educational institutions. This paper reports the findings of a survey based on data from fieldwork coordinators, which investigated the incidence of and reasoning behind the computation of fieldwork achievement in England and Ireland. The results showed that every programme had considered computing fieldwork performance at some time and that most were actually doing this. Many programmes that were not computing fieldwork performance expressed the desire to do so, but were uncertain about this action. Highly inconsistent practice was found regarding fieldwork assessment procedures and the weightings given to fieldwork elements; consequently, students' practical fieldwork skills may not be conveyed by their degree classification award. Various factors influenced fieldwork computation, with many inconsistencies and contradictions emerging. The study concluded that computation of students' fieldwork achievement was highly inconsistent. Further development is vital to improve this situation for students, educators, clinicians and employers alike. It is suggested that development be coordinated at a national level.

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“…The PEOTS measure is grounded in the OTOP skills profile and rates the student's performance of clinical skills based on the expected performance of the hypothetical new graduate. Although the PEOTS is considered to have good content and construct validity (Ernest & Polatajko, 1986) and good inter-rater reliability (Polatajko et al, 1994), it relies on direct observation and somewhat subjective ratings of performance. The levels of competence used to rate the student's performance for each item are as follows: proficient, independent, minimal supervision, assistance required, and cannot do (Polatajko, Lee & Bossers, 1994).…”

Section: Defining and Measuing Competence In Occupational Therapymentioning

confidence: 99%

Clinical Competence: A Review of the Health Care Literature with a Focus on Occupational Therapy

Salvatori¹

1996

Can J Occup Ther

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This paper provides a review of the health care literature on clinical competence with a focus on occupational therapy. A simple know-cando hierarchical model provides a framework for understanding the concept of clinical competence and for exploring the issues related to its definition and assessment. While there is general agreement across the health professions regarding the broad meaning of competence, the profession-specific components have been more difficult to identify and measure. Much of the research on the assessment of clinical competence has focused on the validity of certification examinations, especially in medicine, or on the evaluation of student performance, as is the case in occupational therapy. Although a variety of evaluation measures have been developed, the evidence is clear that one comprehensive tool that provides a reliable, valid and cost-effective measure of clinicat competence does not exist; therefore, a combination of evaluation methods is needed for assessment purposes. Defining and assessing competence remains a particular challenge for the profession of occupational therapy. RESUMÉCet article présente une revue de littérature sur la compétence clinique dans le secteur de la santé, tout en mettant l'accent sur l'ergothérapie. Un modèle simple de hiérarchisation des connaissances, des habiletés et de la performance définit le cadre permettant de comprendre le concept de la compétence clinique et d'explorer des questions ayant trait à la définition générale et à l'évaluation de ce concept. Bien que l'ensemble des professionnels de la santé s'entendent sur la définition au sens large de la compétence, les composantes liées à la profession ont été plus difficiles à identifier et à mesurer. Jusqu'à présent, la plupart des recherches sur l'évaluation de la compétence clinique se sont penchées sur la validité des examens d'agrément, notamment en médecine, ou sur l'évaluation du rendement de l'élève, comme on le fait en ergothérapie. Bien que diverses mesures d'évaluation aient été mises au point, il est clair qu'il n'existe actuellement aucun outil complet fournissant une mesure d'évaluation fidèle, valide et efficace de la compétence clinique. Ainsi, le clinicien qui s'engage dans une démarche évaluative doit combiner de nombreuses méthodes d'évaluation. La définition et l'évaluation de la compétence clinique représentent toujours un défi de taille pour notre profession.

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Performance Evaluation of Occupational Therapy Students: A Reliability Study

Cited by 12 publications

References 8 publications

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?

The Computation of Fieldwork Achievement in Occupational Therapy Degrees: Measuring a Minefield?

Clinical Competence: A Review of the Health Care Literature with a Focus on Occupational Therapy

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