Validity of using COPM for OSCE in occupational therapy education

Authors

Takaji Suzuki*
Chicaco Inoue**
Kanto Ikebuchi*
Daisuke Hirano*
Ayako Ushiki*
Yoshiko Miura*

Theme

OSCE and Standard Setting

Category

OSCE

INSTITUTION

*International University of Health and Welfare, ** Aichi Medical University

Background

  

    There i s no report about Canadian Occupational Performance Measure(COPM) in OSCE for occupational therapy students in Japan.    

  

  

  W hat is COPM ? 

 

The Canadian Occupational Performance Measure (COPM) is an individualized measure designed for use by occupational therapists to detect change in a client's self-perception of occupational performance over time.  

 

The COPM is intended for use as an outcome measure, and as such, should be administered at the beginning of occupational therapy services, and again at appropriate intervals thereafter, as determined by the client and therapist. The COPM is designed to measure changes in self-perception of occupational performance among clients with a variety of disabilities and across all developmental stages.

 

The COPM: identifies problem areas in occupational performance; evaluates performance and satisfaction relative to those problem areas; and measures changes in a client's perception of his/her occupational performance over the course of occupational therapy.

The majority of clients and therapists indicate that the measure is easy to administer, taking 20-40 minutes.    

Conclusion

   It  is  useful for beginner to use COPM at intake interview as a kind of guideline.  However it is  reported this scale requires good interviewing skills to administer. For skilled practice of using COPM, it is necessary to exercise enough.   

 

Summary of Work

 

 Methods

 This study was designed to check OSCE scores and difficulty levels of tasks between task with COPM and without COPM.

Participants were 46 third grade's OT students before clinical practices, and they were randomly assigned to the same size of two groups. Two intake interviews were set for each different types of simulated cancer patient. OSCE scores were graded according to their performance and difficulty levels of tasks were measured by visual analogue scale. For statistical analysis, we had Wilcoxon test and Mann-Whitney test.

   

Take-home Messages

O SCE, Canadian Occupational Performance Measure (COPM), Occupational therapy education in Japan

Summary of Results

     Results

 No significant difference about OSCE scores were obtained among two tasks and between task with COPM and without COPM.  Participants got no significant difference about difficulty levels among two tasks.  

 

 

 1 The difference of OSCE scores between task1 and task2 is not significant.

2 From judgment of participants and OSCE scores, the difficulty level between task1 and task2 is the same.

 

 

In intratask, OSCE scores about the task with COPM were significantly lower than those without COPM.

 

  

 Ho wever, the difficulty level of the task without COPM was significantly higher than those with COPM.

 

 

 

  

 

  

 

Discussion

It is reported it is easy for the majority of clients and therapists to administer COPM for 20-40 minutes. We think that the third grade’s OT students used it only for 5 minutes in this study, so they could not handle it efficiently but use one as a guideline. These are the reasons why they felt able to easily interview with COPM, however their scores of COPM were low.

Acknowledgement

 W e would like to thank our third grade's OT students who participated in this study.

References

 Ma ry AM, Nancy P(2005).Measuring Occupational Performance Using a Client-Centered Perspective. In: Law M, Baum C, Dunn W ed. Measuring Occupational Performance supporting best practice in occupational therapy(2nd edition) . Slack Incorporated,81-91

Background
Conclusion
Summary of Work
Take-home Messages
Summary of Results
Acknowledgement
References
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