Utilizing Standardized Patient Feedback to Facilitate Professional Behavior in Physical Therapist Students: A Pilot Study

Purpose: Physical therapist (PT) students receive feedback on professional behavior performance from academic and clinical faculty members. Literature is lacking on the impact that verbal feedback from standardized patients (SPs) may have on physical therapist student learning of professional behaviors. The purpose of this pilot study was to examine the use of standardized patients’ feedback as a strategy for professional behavior development. Methods: A sample of convenience identified 13 doctoral physical therapist students prior to initiation of their first full-time clinical experience. Subjects were excluded if they had prior experiences with standardized patients or had completed a full-time clinical experience. Using a randomized control design, the experimental group (n=7) received standardized patient verbal feedback and written rubric assessment, whereas the comparison group (n=6) received written rubric assessment alone after completing standardized patient case scenarios. Outcome measures included the Modified Standardized Patient Satisfaction Questionnaire (MSPSQ), Professional Behaviors Assessment (PBA), and Professionalism Physical Therapy Core Values Assessment (PPTCVA). Results: Data analysis included pre and post intervention comparisons of Modified Standardized Patient Satisfaction Questionnaire rubric assessment scores, Professional Behaviors Assessment scores, and Professionalism Physical Therapy Core Values Assessment scores. No statistically significant differences were found on these outcome measures, although trends for changes in performance were noted. Conclusions: Limited research exists on the impact of standardized patients’ verbal feedback with the use of a standardized rubric on physical therapist student professional behavior. This pilot study did not provide significant evidence on the value of this educational strategy in development of professional behaviors in doctoral physical therapist students. Future research may be beneficial to examine differences in perceptions of professional behavior between standardized patients, students, and faculty.