Background Practical skill assessment is essential in health and social care education to ensure students are prepared for real-world clinical situations. Competency-based assessments (CBA) offer a structured way to evaluate students’ psychomotor, affective, and cognitive skills. While widely used in nursing education, their application in physiotherapy education remains limited. Objective This study aimed to explore physiotherapy students’ experiences of the CBA conducted at a University of Applied Sciences. Methods A qualitative research design was employed. Data were collected through semi-structured focus-group interviews with 28 students and analyzed using inductive thematic analysis. Results Physiotherapy students perceived the assessment as realistic and effective in measuring competence. It enabled practical application of theoretical knowledge and enhanced professional confidence. Although initial anxiety was common, a supportive atmosphere and post-assessment evaluation discussion promoted learning. Students valued the opportunity to demonstrate their skills in a setting that resembled authentic physiotherapy practice. Conclusion CBA can support learning and professional development in physiotherapy education. This study highlights their potential to align educational practices with workplace demands. Future research should examine educators’ perspectives and the long-term impact of such assessments on graduates’ transition to working life.
Paula et al. (Wed,) studied this question.