Relationship between Occupational and Physical Therapist Students’ Belongingness and Perceived Competence in the Clinic using the Ascent to Competence Scale

Clinical education experiences (CEEs) serve an essential role in physical therapist (PT) and occupational therapist (OT) student development. The Ascent to Competence Scale (ACS) measures valuable attributes of belongingness, competence, and welcoming associated with CEE placement. The purpose of this study was to examine the relationship between PT and OT students’ belongingness and perceived competence during CEE using the ACS. A survey consisting of 35 questions from the ACS measuring students’ feelings of belongingness and perceived competence in the clinic was administered to PT and OT students from 7 Midwest universities. Respondents rated statements using a 5-point Likert-type scale (“never true” to “always true”). Ascent to Competence items were aggregated to develop belongingness and perceived competence constructs. One hundred nineteen (67.2% PT, 32.8% OT) of 509 (23.4% response) eligible students completed the survey. Results of a linear regression analysis showed belongingness in the clinical environment significantly predicted perceived competence measures, F(1, 117) = 182.389; P = r2 = .609, y(comp) = .721(Xbel) + 1.249. Cumulative weeks in CEE and practice environment did not contribute to the predictive model. The analysis lends further support to the role that belongingness plays in advancing perceived competence during the CEE. The results suggest that supportive clinical education environments can positively impact student learning by promoting a sense of belongingness among student therapists

Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study

Rationale: The SNAPPS (summarize, narrow, analyze, probe, plan, select) model is a six-step teaching tool that facilitates decision-making in clinic environments. The tool promotes active communication between students and clinical instructors (CIs) and positions the student as lead in the learning scenario. The current study employed the SNAPPS model for use with student physical therapists. The purpose of the study was to gauge changes in perceptions of verbal ability, decision-making, and confidence levels following new patient evaluations where the SNAPPS model was utilized. Methods: Participating student and CI partners received training to learn the SNAPPS model with fidelity. Log worksheets guided students through the SNAPPS steps. After new patient encounters, student and CI partners rated student verbal skills, decision-making, and confidence levels using mirrored statements. Representative early, middle, and late week ratings were compared for change. Results: Six of forty-eight (12.5%) eligible students participated. Student and CI assessments were not significantly different, indicating reliable student self-assessment. Improvements were noted in students’ (1) skill in providing a verbal rationale, (2) ability to generate thoughtful and relevant learning prompts, (3) confidence in diagnosing pathology and impairment, and (4) confidence in selecting an appropriate intervention. Clinical relevance: The SNAPPS model is a clinical education tool that shows promise toward improving thought process verbalization and confidence levels for the student seeing new patients in an outpatient setting. This active learning experience can promote accountability for learning and enhance student verbal and analytical skills