Kolb, William H. Consensus Development for Thrust Joint Manipulation Acquisition Assessment in Entry-Level Doctor of Physical Therapy Students: A Modified Delphi Study. Doctoral Capstone Project. Radford University Scholars' Repository.
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Abstract
Introduction: The purpose of this Delphi study was to develop by expert consensus a new universal measure to provide formative feedback for thrust joint manipulation (TJM) tasks. TJM is a component of orthopedic manual physical therapy (OMPT) and is a complex procedural skill to teach. Although teaching resources for TJM have existed for decades and Delphi studies have described what paradigms to teach for OMPT, student surveys consistently report low confidence and limited use of TJM during clinical experiences. Literature Review: When learning a new task, formative feedback enhances the learners’ strategies especially in the early practice phase. However, a review of nine studies with rubrics for OMPT techniques reveals a disparity of definitions for similar task criteria with seven rubrics used for summative purposes. There is a lack of consensus in physical therapy education for the essential criteria to perform most TJM tasks. Subjects: 480 emails were sent to OMPT teaching experts inviting them to participate in the Delphi process. Methods: A workgroup developed the quick psychomotor operator performance assessment (QPOPA) for TJM tasks based on a literature review, national presentation and publication. A modified Delphi used a content validation index (CVI) to assess consensus of the QPOPA. Round One used CVI and open text suggestions to review TJM task elements of setup and thrust as criteria for technique assessment. Round Two asked participants to select the best option for wording of criteria and reviewed a quality rating scale. Results: The number of respondents was 66 for Round One and of these 44 completed Round Two. Consensus was reached on all assessment criteria and quality scale items. Total scale CVI scored 99% for relevance and 92% for clarity for the five thrust and three setup criteria. Discussion and Conclusion: The QPOPA was created to provide universal feedback for novice learners of TJM tasks and has achieved content validation by an expert consensus method. Potential benefits of a universal TJM task assessment include alignment of teaching, learning, and assessment of complex procedural skills across body regions. The QPOPA needs further testing to acquire additional validation evidence. A universal measure such as the QPOPA could support multi-site studies to improve the scholarship of TJM teaching strategies.
| Item Type: | Doctoral Capstone Project |
|---|---|
| Subjects: | R Medicine > R Medicine (General) |
| Divisions: | Radford University > Waldron College of Health and Human Services > Department of Public Health and Healthcare Leadership > Health Sciences Program |
| Date Deposited: | 14 Jun 2025 01:37 |
| Last Modified: | 14 Jun 2025 01:37 |
| URI: | http://wagner.radford.edu/id/eprint/1181 |
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