Abstract
Introduction/background:
Preparedness for practice encompasses the degree to which one feels ready to employ a range of attitudes, skills, knowledge, and behaviour in a specific context. Investigations of graduate preparedness are mostly restricted to self-report measures. The Preparation for Hospital Practice Questionnaire (PHPQ) is frequently used to evaluate readiness to practice. The limitations of self-report surveys are well known, but less well reported is the premise on which decisions about these scales are made. The PHPQ has been utilised and adapted within a variety of health professions in Australia, New Zealand, Brazil, Bahrain, Pakistan, and Croatia with little verification of the validity and robustness against various bias (cultural, institutional, discipline).
Aim/objectives:
We examined the validity of the PHPQ against two cohorts of graduands in Physiotherapy – one of which had completed an integrated problem based learning curricula.
Methods
Rasch analysis was used on the PHPQ which was implemented with minor discipline related modifications.
Results:
The sub-constructs measured did not align with the original PHPQ constructs and there was item redundancy which made it difficult to discriminate between students; The nature of the items made it easy for students to endorse the trait measured.
Conclusions:
The PHPQ should be considered a set of sub scales rather than a single trait. A reduced set of the original items, together with new items that discriminate further between students could constitute a more robust version of the original PHPQ. Grounding the items further in the discipline may be a more appropriate discrimination strategy.
Preparedness for practice encompasses the degree to which one feels ready to employ a range of attitudes, skills, knowledge, and behaviour in a specific context. Investigations of graduate preparedness are mostly restricted to self-report measures. The Preparation for Hospital Practice Questionnaire (PHPQ) is frequently used to evaluate readiness to practice. The limitations of self-report surveys are well known, but less well reported is the premise on which decisions about these scales are made. The PHPQ has been utilised and adapted within a variety of health professions in Australia, New Zealand, Brazil, Bahrain, Pakistan, and Croatia with little verification of the validity and robustness against various bias (cultural, institutional, discipline).
Aim/objectives:
We examined the validity of the PHPQ against two cohorts of graduands in Physiotherapy – one of which had completed an integrated problem based learning curricula.
Methods
Rasch analysis was used on the PHPQ which was implemented with minor discipline related modifications.
Results:
The sub-constructs measured did not align with the original PHPQ constructs and there was item redundancy which made it difficult to discriminate between students; The nature of the items made it easy for students to endorse the trait measured.
Conclusions:
The PHPQ should be considered a set of sub scales rather than a single trait. A reduced set of the original items, together with new items that discriminate further between students could constitute a more robust version of the original PHPQ. Grounding the items further in the discipline may be a more appropriate discrimination strategy.
| Original language | English |
|---|---|
| Publication status | Published - Jul 2017 |
| Event | ANZAHPE 2017 Conference : ANZAHPE 2017 - Adelaide Convention Centre, Adelaide, Australia Duration: 11 Jul 2017 → 14 Jul 2017 https://www.anzahpe.org/Past-Conferences (Conference website) |
Conference
| Conference | ANZAHPE 2017 Conference |
|---|---|
| Abbreviated title | Transitions |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 11/07/17 → 14/07/17 |
| Other | The Australian & New Zealand Association for Health Professional Educators (ANZAHPE) is the peak organisation for practitioners involved in the education and training of health professionals in Australia and New Zealand. ANZAHPE (pronounced affectionately as "anza-pee") is comprised of clinicians, academic educators and students, and supports and advances education in the health care professions. ANZAHPE's core objectives are to :promote, support and advance education in the health professionsfacilitate communication between educators in the health professionspromote undergraduate, postgraduate and continuing education and trainingrecognise, facilitate and disseminate high quality educational research in health professional educationbe the focal point for health professions education in western Pacific region. Previously known as ANZAME (Australian & New Zealand Association of Medical Education), ANZAHPE is now a truly multidisciplinary organisation, encompassing undergraduate, postgraduate and continuing education and training. The Association facilitates communication between educators in the health care professions by providing a network and database of expertise, and collaboration and dissemination through its Journal and Bulletin. ANZAHPE promotes educational research and good practice through seeding grants, awards and conference presentations and through its peer-reviewed journal, Focus on Health Professional Education. The Annual Conference offers a forum for sharing of research, experiences and ideas towards the improvement of health professional education. Our network of education researchers contribute to the international evidence base for health professional education. ANZAHPE is managed by an elected Committee of Management. |
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