Prof. Josè Frantz

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https://hdl.handle.net/10566/2244

Prof. Josè Frantz

Position: Dean
Faculty: Faculty of Community and Health Sciences
Qualifications: BSc, MSc, PhD(PT) (Western Cape)
My publications in this repository
More about me: here, and here
Tel: 021 959 2631
Fax: 021 959 2755
Email: chs-deansoffice@uwc.ac.za

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Browsing by Author "Hendricks, Candice"

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    Evaluation of a new clinical performance assessment tool: a reliability study
    (AOSIS publishing, 2012) Joseph, Conran; Frantz, Jose M.; Hendricks, Candice; Smith, Mario
    Clinical practice is an essential requirement of any graduate physiotherapy programme. For this purpose, valid and reliable assessment tools are paramount for the measurement of key competencies in the real-world setting. This study aims to determine the internal consistency and inter-rater reliability of a newly developed and validated clinical performance assessment form. A cross-sectional quantitative research design was used, which included paired evaluations of 32 (17 treatment and 15 assessment) student examinations performed by two independent clinical educators. Chronbachs alpha was computed to assess internal consistency and intraclass correlation coefficient (ICC’s) with confidence intervals of 95% were computed to determine the percentage agreement between paired examiners. The degree of internal consistency was substantial for all key performance areas of both examinations, except for time and organisational management (0.21) and professionalism (0.42) in the treatment and evaluation examinations respectively. The overall internal consistency was 0.89 and 0.73 for both treatment and assessment examinations, indicating substantial agreement. With regard to agreement between raters, the ICC’s for the overall marks were 0.90 and 0.97 for both treatment and assessment examinations. Clinical educators demonstrated a high level of reliability in the assessment of students’ competence using the newly developed clinical performance assessment form. These findings greatly underscore the reliability of results obtained through observation of student examinations, and add another tool to the basket of ensuring quality assurance in physiotherapy clinical practice assessment.
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    Exploring the key performance areas and assessment criteria for the evaluation of students' clinical performance: a Delphi study
    (AOSIS Publishing, 2011) Joseph, Conran; Hendricks, Candice; Frantz, Jose M.
    BACKGROUND: Evaluating students’ clinical performance is an integral part of the quality assurance in a physiotherapy curriculum, however, the objectivity during clinical examination have been questioned on numerous occasions. The aim of this study was to explore the essential key clinical performance areas and the associated assessment criteria in order to develop a reliable clinical assessment form. METHODS: A Delphi study was used to obtain consensus on the development of a reliable clinical performance assessment tool. The study population consisted of purposively selected academic physiotherapy staff from the University of Western Cape as well as supervisors and clinicians involved in the examination of physiotherapy students from the three Universities in the Western Cape. Findings from the Delphi rounds were analysed descriptively. Fifty percent or higher agreement on an element was interpreted as an acceptable level of consensus. RESULTS: Eight key performance areas were identified with five assessment criteria per key performance area as well as the weighting per area. It was evident that evaluators differed on the expectations of physiotherapy students as well as the criteria used to assess them.CONCLUSIONS: The Delphi panel contributed to the formulation of a clinical assessment form through the identification of relevant key performance areas and assessment criteria as they relate to undergraduate physiotherapy training. Consensus on both aspects was reached following discussion and calculation of mean ranking sores. IMPLICATIONS: This process of reaching consensus in determining clear criteria for measuring key performance areas contributes to the objectivity of the process of cilia examinations.