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Assessment of Student Readiness for Clinical Education in Mixed-Mode Curriculum Delivery: A Case Study

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Title: Assessment of Student Readiness for Clinical Education in Mixed-Mode Curriculum Delivery: A Case Study
Language: English
Authors: White, Laura W., Jordan, Kelly Elizabeth, McDermott, Heidi
Source: Quality Assurance in Education: An International Perspective. 2023 31(1):151-166.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Readiness, Clinical Experience, Allied Health Occupations Education, Doctoral Students, Doctoral Programs, Physical Therapy, Quality Assurance, Blended Learning
DOI: 10.1108/QAE-02-2022-0044
ISSN: 0968-4883
1758-7662
Abstract: Purpose: The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic. Design/methodology/approach: A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic. Findings: The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students. Research limitations/implications: This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery. Originality/value: This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1361547
Database: ERIC
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  Data: Assessment of Student Readiness for Clinical Education in Mixed-Mode Curriculum Delivery: A Case Study
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 10.1108/QAE-02-2022-0044
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  Data: Purpose: The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic. Design/methodology/approach: A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic. Findings: The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students. Research limitations/implications: This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery. Originality/value: This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.
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      – SubjectFull: Learning Readiness
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      – SubjectFull: Clinical Experience
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Quality Assurance
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      – TitleFull: Assessment of Student Readiness for Clinical Education in Mixed-Mode Curriculum Delivery: A Case Study
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