The Use of the Hypothesis-Oriented Algorithm for Clinicians to Prepare Students for an Objective Structured Clinical Examination in Physical Therapy Education
Richard Sanders, SPT; Anna Sobczyk, SPT; Monica Soper, SPT; Chelsea Thompson, SPT
Faculty Mentor: Marcie Swift, PT, PhD, FAAOMPT
Acknowledgements: Mohamed Kohia, PhD, PT and Amy Foley, PT, DPT
Purpose/ Hypothesis: Multiple preparation methods have been shown to improve student satisfaction and performance on Objective Structured Clinical Examinations (OSCEs) in the medical and health professional literature. The Hypothesis-Oriented Algorithm for Clinicians (HOAC II) encourages clinicians to use current research and evidence based practice to provide their patient with the best possible care. The purpose of this study is to examine the effect of deliberate practice using the HOAC II on student satisfaction and performance scores in Physical Therapy OSCEs. Subjects: A total of 43 doctoral physical therapist students were recruited to participate as subjects in two exam preparation groups for a comprehensive OSCE. Methods and Materials: Subjects were randomized to two different exam preparation groups. One group (n=21) was assigned to a journal club group that studied and discussed the HOAC II and the other group of students (n=22) was assigned to a control group who studied and discussed Health Insurance Portability and Accountability Act (HIPPA) in preparation for a 20-station comprehensive OSCE. Prior to the OSCE, the students participated in small group discussions on either the HOAC II or HIPAA. Upon completion of the OSCE, each student participated in a 20-minute de-briefing session in which they completed a post-examination satisfaction survey. The independent variable of this study was group assignment. The dependent variables were performance scores and satisfaction scores. An independent T-test was used to assess the effect of group assignment on performance scores and satisfaction scores with the OSCE experience. Intraclass correlation coefficient (3,1) was used to examine intra-rater reliability. Results: The results of the independent T-test that examined the effect of group assignment on the OSCE performance scores showed no significant difference between groups. The results of the independent t-test that examined the satisfaction scores between group assignments were significant for question 2 on the student satisfaction survey with the HOAC group expressing more satisfaction with the challenge of the exam, p=0.01. Additionally, the total satisfaction of the OSCE experience was also significantly different between groups, p=0.03, with the HOAC group expressing more satisfaction with their OSCE experience compared to the HIPAA group. Intraclass correlation coefficient (3,1) for intra-rater reliability was 0.94. Conclusions: The HOAC II has been shown to enhance the experience of completing an Objective Standardized Clinical Examination in second year Doctor of Physical Therapy students. This has immediate significance in helping students prepare for the OSCE and possibly in helping new clinicians make the most of their potential in actual practice. These results also present new opportunities for further research into how the HOAC II assists students with the management of clients and patients.
Faculty Mentor: Marcie Swift, PT, PhD, FAAOMPT
Acknowledgements: Mohamed Kohia, PhD, PT and Amy Foley, PT, DPT
Purpose/ Hypothesis: Multiple preparation methods have been shown to improve student satisfaction and performance on Objective Structured Clinical Examinations (OSCEs) in the medical and health professional literature. The Hypothesis-Oriented Algorithm for Clinicians (HOAC II) encourages clinicians to use current research and evidence based practice to provide their patient with the best possible care. The purpose of this study is to examine the effect of deliberate practice using the HOAC II on student satisfaction and performance scores in Physical Therapy OSCEs. Subjects: A total of 43 doctoral physical therapist students were recruited to participate as subjects in two exam preparation groups for a comprehensive OSCE. Methods and Materials: Subjects were randomized to two different exam preparation groups. One group (n=21) was assigned to a journal club group that studied and discussed the HOAC II and the other group of students (n=22) was assigned to a control group who studied and discussed Health Insurance Portability and Accountability Act (HIPPA) in preparation for a 20-station comprehensive OSCE. Prior to the OSCE, the students participated in small group discussions on either the HOAC II or HIPAA. Upon completion of the OSCE, each student participated in a 20-minute de-briefing session in which they completed a post-examination satisfaction survey. The independent variable of this study was group assignment. The dependent variables were performance scores and satisfaction scores. An independent T-test was used to assess the effect of group assignment on performance scores and satisfaction scores with the OSCE experience. Intraclass correlation coefficient (3,1) was used to examine intra-rater reliability. Results: The results of the independent T-test that examined the effect of group assignment on the OSCE performance scores showed no significant difference between groups. The results of the independent t-test that examined the satisfaction scores between group assignments were significant for question 2 on the student satisfaction survey with the HOAC group expressing more satisfaction with the challenge of the exam, p=0.01. Additionally, the total satisfaction of the OSCE experience was also significantly different between groups, p=0.03, with the HOAC group expressing more satisfaction with their OSCE experience compared to the HIPAA group. Intraclass correlation coefficient (3,1) for intra-rater reliability was 0.94. Conclusions: The HOAC II has been shown to enhance the experience of completing an Objective Standardized Clinical Examination in second year Doctor of Physical Therapy students. This has immediate significance in helping students prepare for the OSCE and possibly in helping new clinicians make the most of their potential in actual practice. These results also present new opportunities for further research into how the HOAC II assists students with the management of clients and patients.