Can classroom-based Peer Patient simulation predict real-life clinical performance in physiotherapy students?

Introduction
Authentic classroom-based assessments that determine healthcare students' readiness-for-work are essential to maintain the safety of patients. Simulation-based assessments show potential, but can be costly, and rigorous investigation of their ability to predict future performance is lacking. This study explored the ability of a peer-simulation practical examination to predict physiotherapy students’ performance on work-integrated learning. Therefore, the research question was: can classroom-based Peer Patient practical examinations predict work-integrated learning performance?
Method
A single-centre, prospective study was conducted in a cohort of Australian physiotherapy students. Senior students were trained to play the role of the patient in an end-of-unit examination for junior students. The predictor variable was the junior students' results on the practical examination. The outcome variables were the junior students’ final scores on their rehabilitation work-integrated learning placement.
Results
This study shows that a peer simulation practical examination and final work-integrated learning scores have a moderate positive correlation, r = .45, p = 0.01. Seventy-seven junior students consented to participate (91 %) with 67 meeting the requirements to complete their placement (87 %). The students who failed their practical examination were 10.1 times more likely to fail their placement.
Conclusions
Peer-simulation practical examinations are moderately predictive of physiotherapy student performance on work-integrated learning. Healthcare academics could consider the potential value of using peer-simulation examinations to identify students’ requiring more support before commencing placements.