Relative and Absolute Reliability of the Professionalism in Physical Therapy Core Values Self-Assessment Tool

• Published in: Journal of allied health 2018-04, Vol.47 (1), p.45E-48E
• Main Authors: Furgal, Karen E., Norris, Elizabeth S., Young, Sonia N., Wallmann, Harvey W.
• Format: Article
• Language: English
• Subjects: Accountability; Altruism; Behavior; Construct Validity; Correlation; Data Analysis; Education; Educational Experience; Error of Measurement; Evidence Based Practice; Integrity; Learning; Likert Scales; Measurement Techniques; Outcome Measures; Physical therapists; Physical therapy; Physicians; Professional development; Professional Education; Professional Training; Professionalism; Psychometrics; Quantitative psychology; Reliability; Reliability analysis; RESEARCH NOTE; Resistance (Psychology); Self evaluation; Self-assessment; Social Responsibility; Statistical Significance; Students; Validity; Values
• ISSN: 0090-7421; 1945-404X

Development of professional behaviors in Doctor of Physical Therapy (DPT) students is an important part of professional education. The American Physical Therapy Association (APTA) has developed the Professionalism in Physical Therapy Core Values Self-Assessment (PPTCV-SA) tool to increase awareness of personal values in practice. The PPTCV-SA has been used to measure growth in professionalism following a clinical or educational experience. There are few studies reporting psychometric properties of the PPTCV-SA. The purpose of this study was to establish properties of relative reliability (intraclass correlation coefficient, ICC) and absolute reliability (standard error of measurement, SEM; minimal detectable change, MDC) of the PPTCV-SA. In this project, 29 first-year students in a DPT program were administered the PPTCVA-SA on two occasions, 2 weeks apart. Paired t-tests were used to examine stability in PPTCV-SA scores on the two occasions. ICCs were calculated as a measure of relative reliability and for use in the calculation of the absolute reliability measures of SEM and MDC. Results of paired t-tests indicated differences in the subscale scores between times 1 and 2 were non-significant, except for three subscales: Altruism (p=0.01), Excellence (p=0.05), and Social Responsibility (p=0.02). ICCs for test-retest reliability were moderate-to-good for all subscales, with SEMs ranging from 0.30 to 0.62, and MDC95 ranging from 0.83 to 1.71. These results can guide educators and researchers when determining the likelihood of true change in professionalism following a professional development activity.