Development and Validation of a Professional Behavior Assessment
Allied health students must quickly socialize into a professional role as they transition from classroom to clinic. In addition to skill development, students must exhibit a host of professional behaviors that facilitate successful interaction with patients, families, and colleagues. There is a need for a valid, reliable assessment of professional behaviors that contribute to clinical competence. This study reports on the development and validation of a professional behavior assessment for occupational therapy students on a parttime clinical rotation (Level I). The Philadelphia Region Fieldwork Consortium (PRFC) Level I Student Evaluation was developed from an initial survey (n = 75) to generate an item pool, followed by a content review by a panel of experts (n = 5) to establish relevancy, clarity and content validity. This 12-item instrument was administered to 317 occupational therapy and occupational therapy assistant students. A principal component factor analysis and item analysis was conducted. Internal consistency reliability (Cronbach's alpha) was 0.89, with intra-rater reliability for the 12 items ranging from 0.68 for "written communication" to 0.89 for "observation skills." The PRFC Level I Evaluation demonstrates discriminant validity, with students on their first clinical rotation scoring significantly (p < 0.001) lower than students on their third or fourth rotations, indicating a developmental process of professional socialization.
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Document Type: Original Article
Publication date: 2003-06-01
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- The Journal of Allied Health is the official publication of the Association of Schools of Allied Health Professions (ASAHP). The Journal is the only interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews. Readers of the Journal comprise allied health leaders, educators, faculty and students.
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