Effects of feedback on the clinical skills of 5th year BSPT Batch 2018 students in the satellite centers of the College of Rehabilitation Sciences of De La Salle Health Sciences Institute

Date of Completion

2018

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Feedback, Clinical Competence, College Students

Abstract

This study utilized a single pre-test and post-test quasi-experimental design that aimed to determine the effects of feedback in the clinical skills of 5th year BSPT Batch 2018 students in the satellite centers of the College of Rehabilitation Sciences in DLSHSI. Furthermore, the specific objectives of this study were to determine the socio-demographic profile of the interns as to age, gender and satellites center, determine the employment profile of clinical preceptors as to years of preceptorship and satellite center, to compare the effects of feedback in clinical skills of BSPT 5th year interns and determine if there is a significant difference reflected in results of pre-test and post-test in the specific components of clinical skills such as professional conduct, communication skills, examination (history taking and physical examination),clinical reasoning, clinical decision-making, implementation of plan of care, and documentation and lastly, to describe the effects of feedback based on sociodemographic profile of interns as to age gender and satellite center. The study was conducted at the satellite centers of the College of Rehabilitation Science in De La Salle Health Sciences Institute and included the BSPT 5th year students batch 2018. External raters assessed the clinical skills of the interns in the satellite centers in both the pretest and posttest assessments. The results of the study presented that feedback elicited a positive effect in all the aforementioned clinical skills. Among the clinical skills, clinical decision-making received the highest percentage difference, while communication skills obtained the lowest yet still positive effect. Thus, the null hypothesis was rejected since all of the clinical skills presented a t-test of < 0.05, denoting a significant difference in all the clinical skills after provision of feedback.

First Advisor

Jeanelle Louise S. Dumalag

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