Systematic Development and Validity Evidence for a Checklist to Assess Bed Mobility Skills Among Physical Therapy Students

Heidi R. Roth*, Elizabeth E. Holland, Lynn Goh, Eric Wong, William C. McGaghie, Rachel S. Tappan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

INTRODUCTION: Assessments with strong validity evidence are necessary to accurately assess health professions students’ performance of clinical skills. The aim of this study was to develop and validate a checklist assessment of physical therapy students’ performance of bed mobility skills. METHODS: A checklist was developed using a 4-step process: 1) evidence review and preliminary checklist development, 2) Delphi review to reach consensus on content, 3) pilot testing and checklist editing, 4) final round of Delphi review. Consensus during Delphi review was defined as 100% of participants rating an item “keep as is” and zero comments in Round 1, and >50% of participants rating each item agree/strongly agree in subsequent Delphi rounds. Interrater reliability (IRR) was measured by two raters scoring 32 recorded exam simulations. RESULTS: All 48 items of the checklist reached consensus after three rounds of Delphi review (12 participants in Round 1, 11 participants in Rounds 2–3). IRR was substantial with 88.5% agreement, Cohen’s kappa coefficient=0.61, p<0.001, 95% CI [0.56, 0.66]. DISCUSSION: This checklist has potential to be used to assess student readiness to evaluate and train patients in bed mobility tasks for first-time clinical experiences and to serve as a methodological template for future checklist development.

Original languageEnglish (US)
Pages (from-to)122-129
Number of pages8
JournalJournal of allied health
Volume53
Issue number2
StatePublished - Jun 2024

Funding

Supported by internal funding from the Dep. of Physical Therapy and Human Movement Sciences, Feinberg School of Medicine, Northwestern University. The authors report no conflicts of interest related to this study. The authors thank all the faculty who contributed their time and expertise to the Delphi review, and members of the Northwestern University Collaborative Hubs Advancing Physical Therapy Education Research Lab (NU-CHAPTER Lab). The results reported herein were supported by internal funding from the Department of Physical Therapy and Human Movement Sciences, Feinberg School of Medicine, Northwestern University. REDCap is supported by the Northwestern University Clinical and Translational Science (NUCATS) Institute. Research reported in this paper used REDCap for data collection and therefore was supported, in part, by the National Institutes of Health\u2019s National Center for Advancing Translational Sciences, grant no. UL1TR001422. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. Funding: The results reported herein were supported by internal funding from the Department of Physical Therapy and Human Movement Sciences, Feinberg School of Medicine, Northwestern University. REDCap is supported by the Northwestern University Clinical and Translational Science (NUCATS) Institute. Research reported in this paper used REDCap for data collection and therefore was supported, in part, by the National Institutes of Health\u2019s National Center for Advancing Translational Sciences, grant no. UL1TR001422. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

ASJC Scopus subject areas

  • General Medicine

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