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    Comparing the importance of clinical competence criteria across specialties: impact on undergraduate assessment

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    Authors
    Cross, Vinette
    Hicks, Carolyn
    Barwell, Fred
    Issue Date
    2001
    
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    Abstract
    Quality measurement in healthcare and higher education indicates the need for a systematic approach to developing undergraduate clinical competence assessment. Validity and reliability may be undermined by differences in assessors' interpretation of what is important. Differing contexts of undergraduates' clinical experience could result in assessors' ratings of activities being deemed less important, omitted or rendered meaningless. This study investigated the level of agreement across and within five clinical specialties in physiotherapy on the relative importance of 89 activities associated with clinical competence. One-way analysis of variance for each activity revealed 12 items differentially rated (p values = 0.05, 0.01 and 0.001). Kendall's coefficient of concordance demonstrated within-group agreement (p = < 0.000). Factor analysis of items upon which there was maximum agreement across specialties, combined with split half reliability analysis (Cronbach's alpha) resulted in eight reliable factors. These included task-specific and generic transferable skills. It was concluded that the factors provided a basis for discussion about clinicians' and academics' contributions to assessment, and a starting point for development of a clinical assessment instrument that could optimise the validity and reliability of clinical assessment decisions.
    Citation
    Physiotherapy, 87 (7): 351-367
    Publisher
    Elsevier
    Journal
    Physiotherapy
    URI
    http://hdl.handle.net/2436/29799
    DOI
    10.1016/S0031-9406(05)60867-X
    Additional Links
    http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7CVK-4H9YR37-3&_user=1644469&_coverDate=07%2F31%2F2001&_rdoc=3&_fmt=high&_orig=browse&_srch=doc-info(%23toc%2318081%232001%23999129992%23608016%23FLA%23display%23Volume)&_cdi=18081&_sort=d&_docanchor=&_ct=19&_acct=C000054077&_version=1&_urlVersion=0&_userid=1644469&md5=c759d4f0e2c60b2a095f06fd86efd755
    Type
    Journal article
    Language
    en
    ae974a485f413a2113503eed53cd6c53
    10.1016/S0031-9406(05)60867-X
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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