Observing the Subjective Assessment of Clinical Rotation of Undergraduate Allied Health Professionals

Background: Clinical rotations are vital for training allied health professionals, relying on subjective assessment to evaluate complex competencies like clinical reasoning and professionalism. However, the perceived fairness and reliability of these subjective methods remain a significant concern and an under-researched area in many educational contexts. Objective: This study aimed to analyze the prevailing practices of subjective assessment during clinical rotations and to explore the perceptions of both students and clinical supervisors regarding its implementation among undergraduate allied health students. Methods: A descriptive cross-sectional study was conducted at the University of Child Health Sciences, Children’s Hospital Lahore, Pakistan. A purposive sample of 80 undergraduate students in allied health was recruited. Data were collected using a validated observational checklist to document real-time assessment practices and a self-administered questionnaire to gauge perceptions of fairness, reliability, and clarity. Descriptive statistics and Chi-square tests were employed to examine associations. Results: The cohort was predominantly senior-year (83.8%) and female (82.5%). Observations revealed varied subjective assessment practices among supervisors. The perceptual data indicated a divergence between student and supervisor views on the fairness and transparency of the assessment criteria. However, statistical analysis showed no significant association between a student's discipline and their perception of the assessment process (p > 0.05). Conclusion: While subjective assessment is indispensable in clinical education, this study highlights a perceptual gap between students and supervisors and the inconsistent application of assessment methods.