THE DEVELOPMENT AND USE OF A FACULTY-GENERATED EXAMINATION TO PREDICT NPTE SUCCESS. Shari Rone-Adams; Dawn Brown-Cross; Steve Pfister* PT, Nova Southeastern University, Fort Lauderdale, FL PURPOSE: The purpose of this study was to determine whether a comprehensive examination given at the end of a Master of Physical Therapy curriculum could be used to predict passage of the National Physical Therapy Examination (NPTE). BACKGROUNDS/SIGNIFICANCE: Physical therapy schools employ a variety of methods to assess student performance throughout the curriculum with the outcome variables of concern including scholastic achievement, clinical competence, and successful passage of the NPTE. Academic performance measures have been linked to preadmission criteria, critical thinking skills, and clinical performance skills, but predicting success on the NPTE is unclear. Further study is needed into reliable methods to identify students who may need additional preparation for the NPTE. This study looked at a comprehensive examination at the end of the curriculum as a method to assist in predicting passage of the NPTE. SUBJECTS: The subjects were sixteen senior PT students enrolled in a Master's entry-level program. The average age of the students at the completion of the program was 27.3 years, with a range of 22-30 years. The sample was 50 % male and 50% female. The ethnic background was as follows: 69% White / Non-Hispanic, 6% Hispanic, 6% Asian/Pacific Islander and 19% who classified themselves as other. METHODS AND MATERIALS: The faculty developed a comprehensive examination over the course of 3 years. Content and criterion related validity was addressed in the following manner. Faculty were asked to submit a total of 400 questions based on the content areas taught. The items were grouped based on the preferred practice patterns found in the Guide to Physical Therapist Practice. Each question was additionally analyzed according to Bloom's taxonomy. The majority of the test questions were found to be at the higher levels of the taxonomy, i.e. analysis and examination. Two equivalent forms of the examination were then developed, a total of 200 questions in each examination. To address the reliability, the examinations were piloted from 2000 to 2002. The 200-question examination was administered to the students as a pre-test at the conclusion of the academic portion of the curriculum and as a post-test at the conclusion of the clinical internship. This exam had no bearing on student eligibility for graduation at that time. At the end of each year, the examination questions were modified based on item-analysis statistics to enhance its reliability. Items that were core rules and principles for the practice of PT were retained even though the students may have scored poorly relative to the item analysis score. Data was collected in 2003. Examination 1 was administered to all students at the end of the didactic portion of the curriculum, and Examination 2 was administered at the completion of the clinical internship to those students who has not previously passed the examination. ANALYSES: Data analysis was conducted based on the results of Examinations 1 and 2 in 2003, using SPSS 10.0. Simple regression analysis was calculated predicting NPTE scores based on comprehensive exam scores. Alpha level was set at p < .05. RESULTS: For examination 1 the n was equal to 16 students. A significant regression equation was found: F(1,14) =12.095, p<.004, with an R2 of 0.463. Subjects' predicted NPTE score was equal to 400.986 + 1.678 (exam 1 score). Regression equation: NPTE score = 400 + 1.678X. If students scored less than 121 (60%) on exam 1 they scored less than 600 on the NPTE and failed the NPTE. This exam accounted for 46% of the NPTE score. The R-value was a moderate to strong predictor at R= 0.68. For exam 2 the n was equal to 13 students (minus the 3 students who passed the initial exam). A significant regression equation was also found: F(1,11) = 7.014, p<.022, with an R2 of 0.392. Subjects' predicted NPTE score was equal to 418.010 + 1.489 (exam 2 score). Exam 2 accounted for 39% of the NPTE score with R=0.63. Regression Equation: NPTE score = 418 + 1.489X. If students scored less than 123 (62%) on exam 2 they scored less than 600 on the NPTE and failed the NPTE. CONCLUSIONS: This research indicated a relationship between the comprehensive exam score and passage of the NPTE. Beginning in 2004 students are required to take and pass the exam prior to receiving their diplomas. Expanding this research could provide a mechanism for schools to identify students at risk of failing the NPTE and allow for remediation prior to graduation to assist students in being successful on the licensure examination. FUNDING SOURCE: None KEYWORDS: licensure examination, NPTE, comprehensive examination Copyright 2009 by the American Physical Therapy Association. Requests for reprints should be directed to the corresponding author of the article. Educators, students, and other academic customers may receive permission to reprint copyrighted material from Physical Therapy (ISSN 1538-6724) by contacting the Copyright Clearance Center Inc, 222 Rosewood Dr, Danvers, MA 01923. Other types of customers who want permission to reprint should contact the APTA Editorial Office, Attn: Physical Therapy.