The Affective Clinician: Creating a tool to assess the affective domain

Research Objectives: The aim of this research is to develop a cost-free affective tool, based on Bloom and Krathwohl's taxonomy, that can be used to measure the affective domain in current healthcare professionals.

Design: Exploratory design, Posttest only

Setting: Graduate Doctor of Physical Therapy program at American International College

Participants: A convenience sample of graduate DPT students from all 3 cohorts at American International College.

Interventions: The Affective tool was designed to encompass the important characteristics found in Bloom and Krathwohl taxonomy that are embodied by an affective clinician. Generating a tool with characteristics would lead to a strong therapeutic alliance between patient and provider. Key terms were collected, and the survey was created, consisting of 3 sentences for each of the 5 domains. A Likert scale, using a 1 through 5 range for answers with strongly disagree to strongly agree options and a “did not observe”. The tool was sent out for validation from professionals in various fields including exercise science, OT, PT, PTA, and athletic training. Edits were made to the tool for grammar and clarity for use in virtual observation setting. Participants observed a virtual integrated clinical experience between a physical therapist and a patient from Fox Rehabilitation. Following the visit, participants completed the online tool to score the affective skills that were exhibited in the virtual visit.

Main Outcome Measures: One-way ANOVA analysis

Results: No statistical difference was found between the three cohorts. However, the quality of the responses differed between the cohorts. It was noted that the third-year DPT students' commentary was more thoughtful focusing on the procedural components of the treatment session, and the interpersonal relationship between the patient and the physical therapist during the treatment session.

Conclusions: The qualities of affective skills begin to develop throughout the DPT program, but the need for an assessment tool that can accurately and objectively measure these skills still exists and requires further investigation and development.

Author(s) Disclosures: No disclosures or conflicts