| Titre : | Juggling roles and generating solutions; practice-based educators’ perceptions of performance-based assessment of physiotherapy students (2019) |
| Auteurs : | Annette O'Connor ; P. Cantillon ; Missy Parker |
| Type de document : | Article |
| Dans : | Physiotherapy (Vol. 105, n° 4, 2019) |
| Article en page(s) : | p. 446-452 |
| Note générale : | https://doi.org/10.1016/j.physio.2018.11.008 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Enseignement supérieur ; Formation professionnelle ; Kinésithérapie (spécialité) ; Modèle de compétence attendue ; Professionnalisme |
| Résumé : |
Objectives
Physiotherapy lacks the significant body of evidence that underpins performance-based assessments in disciplines such as medicine and nursing. In particular, very few studies have examined stakeholder perspectives of the process. This study set out to explore the perceptions of clinicians who undertake student assessment in the workplace in order to inform further development of performance-based assessment in physiotherapy. Design A qualitative, descriptive design was employed where focus group interviews were utilised for data collection. Inductive thematic analysis was used to analyse the data. Participants Clinical educator and practice tutor volunteers affiliated with three Irish universities participated in one of seven focus groups (n = 46). Results Two themes were identified; 1) Tensions in the clinical learning environment, 2) An optimal PBA process. The first theme describes clinical educators’ struggle with juggling multiple roles and highlights the challenges of sustaining a balance between student mentoring and patient care. The second theme outlines factors perceived to contribute to an optimal performance-based assessment process; these include maintaining aspects of the current process and expanding the employment of dedicated educational roles in the workplace. Conclusion Our findings illustrate a complex working environment for clinicians involved in student supervision and assessment. A dedicated educational role was perceived to provide a more standardised and rigorous approach to performance-based assessment. These findings provide critical stakeholder-centred insights, which may inform development of this process by addressing critical aspects deemed to facilitate and challenge clinical educator’s roles as assessors. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S0031940618303493 |
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