Assessment of year-level competencies and their relationship to program outcomes in Bachelor of Science in Physical Therapy

Abstract

This study investigated the year-level competencies of Bachelor of Science in Physical Therapy (BSPT) students at the University of Baguio and their relationship to the attainment of program outcomes during internship. Anchored in competency-based education and the development of 21st-century skills, this research assessed student performance across the cognitive, affective, and psychomotor domains, using Bloom’s taxonomy as a framework. A descriptive-correlational design analyzed archival data from academic years 2021 to 2024. Grades from selected academic subjects were used to gauge competencies, while internship performance ratings provided by clinical instructors served as indicators of program outcomes. Findings revealed that second-year students achieved the highest ratings across all domains. Stronger correlations were observed between third-year competencies and clinical internship outcomes, highlighting the increasing relevance of hands-on performance. Conversely, first-year competencies were more closely linked to theoretical performance. Notably, interns consistently demonstrated high levels of professionalism, inclusivity, and ethical conduct; however, lower performance in communication, particularly oral and theoretical, was identified as an area needing targeted intervention. The observed variability in competency development and its relationship to program outcomes underscores the need to revise curricular design. The study emphasizes the need for more academic and clinical support, particularly in the third year, when performance is lower than in the first and second years.