Student attributes and behavioral examples used by physiotherapy clinical educators in Hong Kong: a qualitative data analysis

Background: Clinical placements are a vital element of physiotherapy education, where students must demonstrate competence across a range of professional attributes. Although core competencies such as clinical knowledge, ethical conduct, and communication are universally valued, clinical educators (CEs) from different cultural contexts may emphasize these attributes in different ways. Gaining insight into how Hong Kong CEs evaluate students is important for aligning academic expectations with clinical practice. Objective: This study identifies the key student attributes prioritized by Hong Kong CEs and summarizes the behavioral examples they use to distinguish performance levels on the Assessment of Physiotherapy Practice (APP) Global Rating Scale. Methods: A secondary qualitative analysis was conducted on 456 qualitative feedback comments from APP forms completed by 45 CEs assessing physiotherapy students across two cohorts. The data were analyzed using AI-assisted thematic analysis combined with human expert interpretation, followed by deductive validation across performance levels (Excellent, Good, Adequate, Not Adequate). Results: Six core attributes emerged from the analysis: (1) communication and interpersonal skills, (2) clinical reasoning and decision‑making, (3) practical knowledge and technical competence, (4) learning attitudes and reflective practice, (5) professionalism and work ethics, and (6) safety and risk management and patient‑centered care. Behavioral examples were mapped across performance levels, revealing clear distinctions between competent and underperforming behaviors. Among these attributes, learning attitudes and reflective practice were consistently emphasized. Conclusion: Hong Kong CEs prioritize not only technical and cognitive competence, but also reflective and affective attributes rooted in professional training and local cultural values. The identified attributes and behavioral descriptors may guide curriculum design, educator development, and student preparation, supporting coherent and culturally attuned assessment practices in local contexts while also providing a foundation for greater international alignment among programs that use or adapt the APP instrument.