Random errors are, by their nature, unpredictable. They need to be estimated and allowed for in score interpretation (Rankin and Stokes 1998). The research question was therefore: What is the inter-rater reliability of the APP instrument, and what is the error around individual scores? This reliability study was conducted in the authentic practice environment to investigate the error in APP measurements in the typical application of the instrument Panobinostat (Baartman et

al 2006). The inter-rater reliability trial was a cross-sectional study designed to replicate authentic assessment procedures. Sixty clinical educators formed 30 independent pairs of assessors. Since not all physiotherapy education programs typically utilised shared supervision (ie, two supervisors sharing supervision of a student), five programs where this routinely occurred were identified from the inhibitors twelve physiotherapy entry-level programs selleck kinase inhibitor in Australia and clinical educators were invited to participate in the trial. Replication of authentic practice meant that the assessors

provided educational supervision to the students during the clinical placement and then each student (n = 30) was assessed independently by their unique pair of educators using the APP at the end of a five-week clinical placement block. The blocks were scheduled across one university semester. Educators completed the APP and also gave students a rating of overall performance, on a Global Rating Scale of not adequate, adequate, good, or excellent. Students, Mephenoxalone working with supervision, provided physiotherapy services during this placement on a full-time basis (32–40 hours/week). Approval for the study was obtained from the human ethics committees of each of the five participating universities.

Students enrolled in entry-level physiotherapy programs from five universities in Australia were assessed by educators using the APP on completion of a five-week fulltime clinical placement block. Recruitment procedures optimised representation of physiotherapy clinical educators by location (metropolitan, regional/rural, and remote), clinical area of practice, years of experience as a clinical educator, and organisation (private, public, hospital based, community based, and non-government). The placements occurred during the last 18 months of the students’ physiotherapy program and represented diverse areas of physiotherapy practice including musculoskeletal, cardiorespiratory, neurological, paediatric, and gerontological physiotherapy. Information on the reliability trial was provided in writing to the educators and students and their written consent to participation was obtained.