A Novel Approach to Reviewing Assessments of Student Clinical Performance to Promote Student Success


A student will have a better chance for successful completion of a clinical internship if issues are identified early and mentoring is implemented promptly.1,2 For this to occur, a thorough, competent examination of the CPI must be completed within a limited timeframe. Therefore, to enhance student success within a quality clinical education program, assessment of student performance must be conducted in a rapid and thorough manner to address potential areas for improvement or intervene with remediation plans quickly. With the increase in class sizes and to maximize DCE’s time and expertise, we created a novel approach to the review of assessments of student clinical performance.Therapists with a given clinical expertise are often recruited to assist with the didactic teaching and assessment of students in the classroom or lab setting. Likewise, we collaborated with select CCCEs to utilize their expertise in reviewing the students’ CPIs.


The new approach includes 1) collaborating with clinical education faculty for review (CEFR) of CPIs; 2) communicating personally between DCE and CI; 3) reviewing student assessment with the Clinical Education Team. Four CEFRs were selected then completed a two hour training session delivered by the DCE and signed a non-disclosure agreement. Following training, review of the CPIs by the CEFRs commenced on campus with the DCE providing additional advice and support. To ensure quality control, the DCE audited CPIs from each CEFR. Because the audit revealed no concerns and based on CEFR feedback interested in flexibility, CPIs for the next clinical internship were completed off-site. At midterm, following CEFR reviews during ensuing clinical internships, the DCE scanned each CPI in preparation for phone calls to CIs, examined any CPI flagged by the CEFRs and followed up with the CI and student as necessary for mentoring and remediation. At final, the DCE examined CPIs where an issue was expressed by a CEFR, student or CI and/or there were concerns noted at midterm.


This approach has been used successfully for four full time clinical experiences using the same four CEFRs. Each CEFR reviewed 10-12 students, and the DCE reviewed CPIs of students who required additional attention based on potential or known issues. All CPI reviews were completed within two days of submission which allowed DCE phone calls to CIs to commence in a timely manner. When a student issue arose, the DCE was available to intervene quickly, yet those students doing well, still received timely positive feedback on the CPI to reinforce behaviors. The CEFRs reported high satisfaction with the experience.

Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education

Collaborating with clinical education faculty to manage clinical assessment of student clinical performance can provide students and CIs with timely feedback, promoting student success and allow the DCE time to devote their expertise to resolving student issues promptly, develop relationships with CIs and direct the clinical education program.


Cleland, J. The remediation challenge: theoretical and methodological insights from a systematic review.Med Educ. 2013;47(3):242-251.

Corrigan-Magaldi M, Colalillo G, Molloy J. Faculty-facilitated remediation:A model to transform at-risk students. Nurse Educator.2014;39(4): 1557-157.

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  • Control #: 2287845
  • Type: Posters
  • Event/Year: ELC2015
  • Authors: Nikki Sleddens, Betsy Becker, Joseph Norman, Grace Johnson, Kris Lausterer
  • Keywords:

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