Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Publicado
Level of satisfaction and correlation between the performance and self-evaluation of physical therapy students in the objective structured clinical examination (OSCE) when using physical agents
Nivel de satisfacción y correlación entre el desempeño y la autoevaluación de los estudiantes de fisioterapia en el examen clínico objetivo estructurado (ECOE) al utilizar agentes físicos
Palabras clave:
Physical Therapy Modalities, Health Education, Undergraduate, Physical Therapy Specialty (en)Modalidades de terapia física, Fisioterapia, Educación en Salud, Autoevaluación (es)
Descargas
Introduction: Objective structured clinical examination (OSCE) is a validated instrument that allows measuring clinical skills in health sciences students; thus, it is important to know the students’ level of satisfaction with this strategy, as well as the correlation between performance and self-evaluation.
Objectives: To determine the correlation between the performance and self-evaluation (perceived performance) of Chilean physical therapy students in an OSCE designed to assess their clinical skills when using physical agents, and to assess their level of satisfaction with it.
Materials and methods: Cross-sectional study conducted in 111 physical therapy students who participated in an OSCE consisting of seven stations. Performance checklists were used at each station (passing score: 70% of the maximum score per station) and students were administered 2 perception surveys for self-evaluation purposes and for determining their level of satisfaction with the OSCE. The Spearman Rho test was performed to determine the correlation between station scores and the students’ self-evaluation (significance level of p<0.05).
Results: Median scores higher than the passing score were observed in 5 stations (S1=66, IQR: 52-70; S2=55, IQR: 45-60;
S3=60, IQR: 50-69; S4=65, IQR: 55-73; S7=40, IQR: 33-45), except for the strengthening and parameter interpretation stations (S5=54, IQR:46-65; S6=10, IQR: 9-13). A positive significant correlation was found between the OSCE scores and the students’ self-evaluation in five stations (S3: p=0.042; S4: p<0.0001; S5: p=0.000; S6: p=0.000; S7: p<0.0001). The students’ level of satisfaction with the OSCE was high, with 89.18% of them stating they agreed with how it
was organized.
Conclusion: The OSCE allowed the evaluation of the participants’ clinical skills when using physical agents. Also, their performance in the OSCE was consistent with their self-evaluation, which proves the usefulness of the instrument. The students’ high level of satisfaction with this methodology supports its use, since they acknowledge both its contribution and the importance of using similar tools to improve their training.
Introducción. La evaluación clínica objetiva estructurada (ECOE) es un instrumento validado que permite medir las habilidades clínicas de los estudiantes de ciencias de la salud, por lo que es importante conocer su nivel de satisfacción con esta estrategia, así como la correlación entre desempeño y autoevaluación.
Objetivos. Determinar la correlación entre el desempeño y la autoevaluación (desempeño percibido) de estudiantes chilenos de fisioterapia en una ECOE diseñada para evaluar sus habilidades clínicas a la hora de usar agentes físicos, y evaluar su nivel de satisfacción con esta herramienta.
Materiales y métodos. Estudio transversal realizado en 111 estudiantes de fisioterapia que participaron en una ECOE de 7 estaciones. Se utilizaron listas de verificación de desempeño en las estaciones (nota aprobatoria: 70% de la nota máxima por estación) y 2 encuestas de percepción para la autoevaluación y determinar el nivel de satisfacción de los estudiantes con la ECOE. Se realizó la prueba de Rho de Spearman para determinar la correlación entre los puntajes por estación y la autoevaluación (nivel de significancia p<0.05).
Resultados. Se observaron medianas de puntajes superiores al aprobatorio en 5 estaciones (E1=66, RIC: 52-70; E2=55,
RIC: 45-60; E3=60, RIC: 50-69; E4=65, RIC: 55-73; E7=40, RIC: 33-45), pero no en las estaciones de fortalecimiento e interpretación de parámetros (E5=54, RIC: 46-65; E6=10, RIC: 9-13). Se observó una correlación positiva y significativa entre los puntajes de la ECOE y la autoevaluación en cinco estaciones (E3: p=0.042; E4: p<0.0001; E5: p=0.000; E6: p=0.000; E7: p<0.0001). El nivel de satisfacción con la ECOE fue alto, con un 89.18% de aprobación respecto a cómo fue organizada.
Conclusión. La ECOE permitió evaluar las habilidades clínicas de los participantes al usar agentes físicos, siendo sus puntajes consistentes con la autoevaluación, lo que demuestra la utilidad del instrumento. El alto nivel de satisfacción con esta metodología da soporte a su uso, ya que los estudiantes reconocen su aporte y la importancia de usar herramientas similares para mejorar su formación.
Descargas
Citas
Barzansky B, Etzel SI. Educational Programs in US Medical Schools, 2002-2003. JAMA. 2003;290(9):1190-6. https://doi.org/dc76mq.
Pinilla-Roa AE. Evaluación de Competencias Profesionales en Salud. Rev. Fac. Med. 2013;61(1):53-70.
Gómez-Clavelina FJ, Hernández-Torres I, Grijalva MG. La competencia profesional clínica del especialista en medicina familiar. Atención Familiar. 2014;21(4):101-2. https://doi.org/gjrvw7.
Trivino X, Vásquez A, Mena A, López A, Aldunate M, Varas M, et al. Aplicación del Examen Clínico Objetivo Estructurado (OSCE) en la evaluación final del internado de pediatría en dos escuelas de medicina. Rev. Med. Chile. 2002;130(7):817-24. https://doi.org/dfmg52.
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226-35. https://doi.org/cvb5v3.
Broberg C, Aars M, Beckmann K, Emaus N, Lehto P, Lähteenmäki M, et al. A Conceptual Framework for Curriculum Design in Physiotherapy Education - an International Perspective. Advances in Physiotherapy. 2003;5(4):161-8. https://doi.org/b69k4r.
Mori B, Carnahan H, Herold J. Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review. Physiother Can. 2015;67(2):194-202. https://doi.org/gsk7.
Sabus C, Macauley K. Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaning Learning Outcomes. Journal of Physical Therapy Education. 2016;30(1):3-13. https://doi.org/gsk8.
Leite Â, Soares Diana, Sousa HFP, Vidal DG, Dinis MAP, Dias D. For a healthy (and) higher education: evidences from learning outcomes in health sciences. Education Sciences. 2020;10(16):1-17. https://doi.org/gsk9.
Varnava-Marouchou D. Can Students’ Concept of Learning Influence Their Learning Outcomes? High. Learn. Res. Commun. 2012;2(2):18-33. https://doi.org/gf9fjq.
Adams S. An introduction to learning outcomes: A consideration of the nature, function and position of learning outcomes in the creation of the European Higher Education Area. In: Froment E, editor. EUA Bologna Handbook: Making Bologna Work. Volume 4. Berlin: RAABE; 2002. p. 2-22.
Watson P. The Role and Integration of Learning Outcomes into the Educational Process. Active Learning in Higher Education. 2002;3(3):205-19. https://doi.org/d9kd6j.
Gallavara G, Hreinsson E, Kajaste M, Lindesjöö E, Sølvhjelm C, Sørskår AK, et al. Learning Outcomes: Common Framework. Different Approaches to Evaluation Learning Outcomes in the Nordic Countries - Joint Nordic project 2007–2008, by the Nordic Quality Assurance Network for Higher Education (NOQA). Helsinki: European Association for Quality Assurance in Higher Education; 2008.
Tremblay K, Lalancette D, Roseveare D. Assessment of Higher Education learning outcomes (AHELO): Feasibility Study Report. France: Organisation for Economic Co-operation and Development; 2012.
Kennedy D. Writing and Using Learning Outcomes: A Practical Guide. Cork: University College Cork; 2006.
Rogers GD, Thistlethwaite JE, Anderson ES, Abrandt-Dahlgren M, Grymonpre RE, Moran M, et al. International consensus statement on the assessment of interprofessional learning outcomes. Med Teach. 2017;39(4):347-59. https://doi.org/f9sfvq.
American Physical Therapy Association (APTA). Guide to physical therapy practice. Fairfax (VA): APTA; 2001.
Allen RJ. Physical agents used in the management of chronic pain by physical therapists. Phys Med Rehabil Clin N Am. 2006;17(2):315-45. https://doi.org/ch95qm.
Springer S, Laufer Y, Elboim-Gabyzon M. Clinical decision making for using electro-physical agents by physiotherapists, an Israeli survey. Isr J Health Policy Res. 2015;4:14. https://doi.org/f7gh33.
Robertson VJ, Spurritt D. Electrophysical agents: Implications of their availability and use in undergraduate clinical placements. Physiotherapy. 1998;84(7):335-44. https://doi.org/b24642.
Pérez-Machado JL, Rodríguez-Fuentes G. Autopercepción de competencia en el manejo de los agentes electrofísicos en alumnos españoles de fisioterapia de último año. Fisioterapia. 2012;34(4):146-53. https://doi.org/f2jsv9.
Watson T. The role of electrotherapy in contemporary physiotherapy practice. Man Ther. 2000;5(3):132-41. https://doi.org/bjm69j.
Watson T. Current concepts in electrotherapy. Haemophilia. 2002;8(3):413-8. https://doi.org/c4vdbm.
Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387-96. https://doi.org/cpxwk9.
Harden RM, Gleeson FA. Assessment of Clinical Competence Using an Objective Structured Clinical Examination (OSCE). Med Educ. 1979;13(1):41-54.
Khan KZ, Ramachandran S, Gaunt K, Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective. Med Teach. 2013;35(9):e1437-46. https://doi.org/gf639j.
Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609-16. https://doi.org/ggjph5.
Villegas N, Cianelli R, Fernandez M, Henderson S, Sierra S, Alfonso Y, et al. Assessment of breastfeeding clinical skills among nursing students using the Objective Structured Clinical Examination (OSCE). Inv Ed Med. 2016;5(20):244-52. https://doi.org/gsrj.
Urteaga EM, Attridge RL, Tovar JM, Witte AP. Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination. Am J Pharm Educ. 2015;79(8):122. https://doi.org/f73zrq.
Barry M, Bradshaw C, Noonan M. Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: a quality initiative. Nurse Educ Pract. 2013;13(5):477-80. https://doi.org/jjvz.
Manogue M, Kelly M, Bartakova-Masaryk S, Brown G, Catalanotto F, Choo-Soo T, et al. Evolving methods of assessment. Eur J Dent Educ. 2002;6(Suppl 3):53-66. https://doi.org/dns5b8.
Ericson D, Christersson C, Manogue M, Rohlin M. Clinical guide- lines and self-assessment in dental education. Eur J Dent Educ. 1997;1(3):123-8. https://doi.org/ffb82t.
Rodríguez-Espinosa H, Restrepo-Betancur LF, Luna-Cabrera GC. Percepción del estudiantado sobre la evaluación del aprendizaje en la educación superior. Revista Electrónica Educare. 2016;20(3):1-17. https://doi.org/g26p.
Larsen T, Jeppe-Jensen D. The introduction and perception of an OSCE with an element of self- and peer-assessment. Eur J Dent Educ. 2008;12(1):2-7. https://doi.org/bqbhpq.
Schoonheim-Klein ME, Habets LL, Aartman IH, van der Vleuten CP, Hoogstraten J, van der Velden U. Implementing an Objective Structured Clinical Examination (OSCE) in dental education: effects on students’ learning strategies. Eur J Dent Educ. 2006;10(4):226-35. https://doi.org/c8bhbw.
Pierre RB, Wierenga A, Barton M, Branday JM, Christie CD. Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica. BMC Med Educ. 2004;4:22. https://doi.org/bcg7g4.
Brand HS, Schoonheim-Klein M. Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education. Eur J Dent Educ. 2009;13(3):147-53. https://doi.org/brt68t.
Khan A, Ayub M, Shah Z. An audit of the medical students’ perceptions regarding objective structured clinical examination. Educ Res Int. 2016;4806398:4. https://doi.org/jjv3.
Alemán-Belando S, Marín-Silvente C, Soriano-Giménez V, González-Gil A, Flores-Funes D, Ramírez-Romero P, et al. Cómo perciben los estudiantes del primer curso clínico del Grado en Medicina la prueba de Evaluación Clínica Objetivada Estructurada (ECOE). Educ Med. 2019;20(S2):144-7. https://doi.org/gsrn.
Taylor CA, Green KE. OSCE Feedback: A Randomized Trial of Effectiveness, Cost-Effectiveness and Student Satisfaction. Creative Education. 2013;4(6A):9-14. https://doi.org/jdx6.
Vagias WM. Likert-type scale response anchors. Clemson (SC): Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management; 2016
Yap BW, Sim CH. Comparisons of various types of normality tests. J Stat Comput Simul. 2011;81(12):2141-55. https://doi.org/dhw3sx.
World Medical Association (WMA). WMA Declaration of Helsinki – Ethical principles for medical research involving human subjects. Fortaleza: 64th WMA General Assembly; 2013
Howe A, Anderson J. Involving patients in medical education. BMJ. 2003;327(7410):326-8. https://doi.org/fxht76.
Fields SA, Usatine R, Steiner E. Teaching medical students in the ambulatory setting. Strategies for success. JAMA. 2000;283(18):2362-4. https://doi.org/c3n895.
de la Barra-Ortiz HA, Gómez-Miranda LA, de la Fuente-Astroza JI. Objective structured clinical examination (OSCE) to assess physical therapy students’ clinical skills when using physical agents. Rev. Fac. Med. 2021;69(3):e83545. https://doi.org/jjv9.
Figueroa-Arce N, Figueroa-González P, Gómez-Miranda L, Gútierrez-Arias R, Contreras-Pizarro V. Implementation of Objective structured clinical examination (OSCE) as a tool to evaluate the development of clinical reasoning in physical therapy students and level of satisfaction with its use. Rev. Fac. Med. 2021;70(2):e90746. https://doi.org/jjwb.
Valencia-Castro JL, Tapia-Vallejo S, Olivares-Olivares SL. La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina. Investigación educ médica. 2019;8(29): 13-22. https://doi.org/gfzmrm.
Zayyan M. Objective Structured Clinical Examination: The Assessment of Choice. Oman Med J. 2011;26(4):219-22. https://doi.org/ftfh84.
Parks R, Warren PM, Boyd KM, Cameron H, Cumming A, Lloyd-Jones G. The Objective Structured Clinical Examination and student collusion: Marks do not tell the whole truth. J Med Ethics. 2016;32(12):734-8. https://doi.org/fp2phr.
Khan KZ, Gaunt K, Ramachandran S, Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Med Teach. 2013;35(9):e1447-63. https://doi.org/gf639h.
Licencia
Derechos de autor 2021 Revista de la Facultad de Medicina
Esta obra está bajo una licencia Creative Commons Reconocimiento 3.0 Unported.
-
