Table 3 Summary of main RPE assessment tool item findings
From: Evaluating allied health students’ readiness for placement learning
Competency | Consistent Demonstrability | Importance | Threshold for readiness |
|---|---|---|---|
Professional Behaviour | |||
1.1 adheres to professional and ethical standards including privacy, informed consent, and confidentiality | ✓ | ✓ | Perceived higher by educators and academics than students |
1.2 is punctual and manages their application of time to tasks | ✓ | ✓ | ✓ |
1.3 presents with appropriate professional dress and appearancea | Lower fit of item observations | Perceived lower by all groups | Measured as easier for students’ item |
1.4 contributes to workplace routines and operates effectively as a team member | Less agreement to demonstrability by students and academics | ✓ | ✓ |
1.5 identifies and responds to potential risks and hazards | Less frequently observed | ✓ | ✓ |
Learner Behaviour | |||
2.1 shows initiative and willingness to learn | ✓ | ✓ | Perceived higher by all groups |
2.2 takes responsibility for their own learning | ✓ | ✓ | Perceived higher by all groups |
2.3 demonstrates awareness of own limitations | ✓ | ✓ | ✓ |
2.4 seeks and responds appropriately to feedback | ✓ | Perceived highest of all items | ✓ |
2.5 demonstrates organisational and problem-solving skills | ✓ | ✓ | Measured more difficult for these students |
Communication | |||
3.1 communicates professionally with peers and staff | ✓ | ✓ | ✓ |
3.2 demonstrates effective communication and interpersonal skills with patient/client | Lower fit of item observations | ✓ | ✓ |
3.3 produces clear and accurate documentationa | Less agreement to demonstrability by educators and students; Less frequently observed | Perceived lower by all groups | Perceived lower; Measured more difficult for these students |
3.4 demonstrates sensitivity and empathy to patient/client needs and concerns | Lower fit of item observations | ✓ | ✓ |
3.5 communicates effectively in a team setting | ✓ | ✓ | ✓ |
Information Gathering | |||
4.1 plans and prepares relevant and appropriate information gathering processes | ✓ | ✓ | ✓ |
4.2 implements information gathering strategies effectively including file review and history taking | ✓ | ✓ | ✓ |
4.3 identifies important and relevant patient/client information | ✓ | ✓ | Perceived lower by all groups |
4.4 interprets information to identify patient/client main problems | ✓ | ✓ | Perceived lower; Measured more difficult for these students |
4.5 contributes to patient/client-centred goal setting and recommendations | Less agreement to demonstrability by all groups | ✓ | ✓ |