Table 5 Summary of results qualitative analysis
PA Program tasks and subtasks | Perceptions of the PA program | Determinants of PA affecting perceptions | Facilitators for learning and change | Learning Processes | Learning Outcomes | |
|---|---|---|---|---|---|---|
PA Program | Change in attitudes toward guidelines. | |||||
Awareness of professional limitations. | ||||||
1 | Study manual | Update of knowledge. | ||||
2 | Perform task in PT role | Fear to expose professional competence. | Tight time schedule. | Training in the PT role. | Uncovers weakness. | Awareness of gaps in professional performance. |
Reinforces strength. | ||||||
Stimulates reasoning aloud, self-assessment and critical reflection. | ||||||
Challenge of obtaining performance feedback. | Improved self-confidence in arguing for choices. | |||||
Role play format. | Group safety | |||||
3 | Receive peer feedback | Peer feedback is concrete, concise, critical and personal. | Reveals strength and weakness in clinical performance. | Improved self-efficacy beliefs in managing LBPa patients. | ||
Shows improvement areas. Reveals new reasoning perspectives and performance alternatives. | ||||||
Varied group composition | ||||||
Stimulates self-assessment and critical reflection. | ||||||
4 | Receive simulated patient feedback | Reveals how interventions are perceived from the patient perspective. | ||||
5 | Receive external coach feedback | External coach poses challenging questions, guides the PA process, facilitates giving and receiving feedback, provides non-judgmental, concise feedback, monitors the time schedule, maintains group safety. | Reveals new reasoning perspectives and performance alternatives. | |||
Stimulates self-assessment and critical reflection. | ||||||
6 | Receive written feedback and scores | Stimulates self-assessment and critical reflection. | ||||
7 | Observe peer performance | Modeling peer performance. | Reveals new reasoning perspectives and performance alternatives. | Improved self-confidence in managing LBP patients. | ||
8 | Provide oral feedback | Training in the assessor role. | Triggers being concrete and concise in reasoning aloud. | Shared quality standards of performance. | ||
Elicits discussion over criteria. | ||||||
9 | Provide written feedback and scores | |||||
10 | Design change plan | Guides improvement process. | ||||
11 | Perform task in Simulated patient role |