Clinical Judgement Assessment, Physical Therapy Education, Simulation-based Learning
Conditions
Keywords
Clinical judgement, Lasater, Physical therapy education, Feasibility, Reliability, Simulation, Assessment, Doctor of Physical Therapy
Brief summary
This study examines whether physical therapy faculty can reliably and feasibly use the Lasater Clinical Judgment Rubric adapted for physical therapy (LCJR-PT) to score students' clinical judgment during a recorded simulation experience. Multiple trained faculty raters will independently score the same student videos, and the level of agreement between raters will be measured. Faculty will also report how long scoring takes and their perceptions of the rubric's usefulness.
Detailed description
Clinical judgment is a core competency for physical therapists required by the Commission on Accreditation of Physical Therapy Education (CAPTE), yet no validated, reliable tool specifically tested in physical therapy student populations currently exists for simulation-based assessment. The Lasater Clinical Judgment Rubric (LCJR), originally developed for nursing, implementing Tanner's clinical judgment model across four domains: noticing, interpreting, responding, and reflecting. This study adapts the LCJR for physical therapy (LCJR-PT) and examines its interrater reliability and feasibility when used to assess DPT students during a standardized acute care simulation. First and second year DPT students at Youngstown State University will complete a scripted 30-35 minute acute care simulation followed by a brief reflection. Sessions will be video-recorded. Three to five trained faculty raters will independently score each recording using the LCJR-PT. Raters will undergo standardized training including rubric anchor review, practice scoring, and calibration discussion. Primary outcomes are intraclass correlation coefficients (ICC) for total and domain scores. Secondary outcomes include average rater scoring time per student and faculty perceptions of usability and feasibility assessed via questionnaire.
Interventions
OTHERVideo Recorded Acute Care Simulation
Participants complete a routine, curriculum-based standardized acute care simulation (30-35 minutes including reflection).
OTHERFaculty Rating of Acute Care Simulation Video Using the LCJR-PT
Faculty members will assess and rate each student acute care simulation video using the LCJR-PT tool.
Sponsors
Youngstown State University
Study design
Observational model
OTHER
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
(Students): * Enrolled as a 1st or 2nd year DPT student at YSU * Provided informed consent Inclusion Criteria (Faculty Raters): * Full-time faculty member teaching in the YSU DPT program * Provided informed consent
Exclusion criteria
(Students): * Did not provide informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Intraclass Correlation Coefficient (ICC) for LCJR-PT total and domain scores | Through study completion, an average of 6 months | Two-way random effects ICC model to assess interrater reliability of total scores and individual domain scores (noticing, interpreting, responding, reflecting) across 3-5 faculty raters. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Rater Scoring Time | Through study completion, an average of 6 months | Average time (minutes) required for each faculty rater to score a single student video. |
| Faculty Usability and Feasibility Perception | Through study completion, an average of 6 months | Questionnaire including adapted System Usability Scale (SUS) items and feasibility statements |
Countries
United States
Contacts
CONTACTEdmund Ickert, PhD
CONTACTRebecca Riblet, DPT
Outcome results
None listed