{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T12:59:20Z","timestamp":1785416360239,"version":"3.56.0"},"reference-count":11,"publisher":"AOSIS","issue":"2","license":[{"start":{"date-parts":[[2026,6,26]],"date-time":"2026-06-26T00:00:00Z","timestamp":1782432000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Background:\u00a0Variations in external examination processes across South African universities may challenge the validity of physiotherapy assessments. Our study explores external examiners\u2019 understanding of moderation and academic standards.\nObjectives:\u00a0This study aimed to describe the examination processes and external examiners\u2019 perceptions of academic standards in South African physiotherapy programmes.\nMethod:\u00a0A descriptive cross-sectional survey using a self-administered questionnaire sent to all eight universities that offer a physiotherapy degree in South Africa. The total population size was 103.\nResults:\u00a0Practices include appointing the same external examiner for up to 2 years (n\u00a0= 4), using the same examiner for reassessments (n\u00a0= 3), and assigning examiners across all modules regardless of expertise (n\u00a0= 2). Five institutions allocate clinical blocks specifically, and four expose students to all clinical areas. External examiners assess all third- and fourth-year students at five institutions and receive procedural orientation via written guidelines (n\u00a0= 5). Feedback is typically shared orally (n\u00a0= 5) or in a university-formatted written report (n\u00a0= 3). A 10% mark difference is acceptable at two institutions; others lack clear criteria. Internal and external marks carry equal weight, and two universities apply sub minima for clinical safety and effectiveness. Moderation samples span high to low scoring scripts (n\u00a0= 4). Contingency plans for examiner cancellations are in place at all institutions. Indicators of good performance include evidence-based practice (88%), alignment with departmental outcomes (71%), and meeting examiners\u2019 assessment expectations (50%).\nConclusion:\u00a0Clarification of the external examiner\u2019s role is needed in the absence of formal guidelines from governing bodies.\nClinical implications:\u00a0Findings can guide consistent competency standards and also support the Health Professions Council in evaluating physiotherapy training institutions.<\/jats:p>","DOI":"10.4102\/sajp.v82i2.2305","type":"journal-article","created":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T14:23:49Z","timestamp":1782397429000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The undergraduate external examination process and the perceptions of examiners at the physiotherapy departments in South Africa"],"prefix":"10.4102","volume":"82","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4208-5498","authenticated-orcid":false,"given":"Mokgobadibe V.","family":"Ntsiea","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/03rp50x72","id-type":"ROR","asserted-by":"publisher"}],"name":"University of the Witwatersrand"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6118-9041","authenticated-orcid":false,"given":"Karien","family":"Mostert","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/00g0p6g84","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Pretoria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7393-0140","authenticated-orcid":false,"given":"Adnil","family":"Titus","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3121-2685","authenticated-orcid":false,"given":"Conran","family":"Joseph","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8130-0544","authenticated-orcid":false,"given":"Shamila","family":"Manie","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/03p74gp79","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Cape Town"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1939-3989","authenticated-orcid":false,"given":"Heleen","family":"van Wyk","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/009xwd568","id-type":"ROR","asserted-by":"publisher"}],"name":"University of the Free State"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7774-6113","authenticated-orcid":false,"given":"Muziwakhe","family":"Tshabalala","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/003hsr719","id-type":"ROR","asserted-by":"publisher"}],"name":"Sefako Makgatho Health Sciences University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2934-8687","authenticated-orcid":false,"given":"Verusia","family":"Chetty","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04qzfn040","id-type":"ROR","asserted-by":"publisher"}],"name":"University of KwaZulu-Natal"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2026,6,26]]},"reference":[{"key":"ref0","unstructured":"Australian College of Natural Medicine Pty Ltd (ACNM) trading as Endeavour College of Natural Health, 2024, Assessment Policy \u2013 Higher Education (ACA-006, Version 21.0), Endeavour College of Natural Health, viewed 10 June 2026, from https:\/\/assets.ctfassets.net\/73eiseqp5n2y\/7bQXmVVfQJAsjKXAbKXd6v\/a8d5bd48eeb7ff9d93f7aac5fd4d5e75\/Assessment_Policy_-_Higher_Education_v21.0.pdf."},{"key":"ref1","unstructured":"Bloxham, S. & Price, M., 2014, External examiners\u2019 understanding and use of academic standards, Introduction by the Quality Assurance Agency for Higher Education and the Higher Education Academy, viewed 31 May 2026, from https:\/\/research.cumbria.ac.uk\/en\/publications\/external-examiners-understanding-and-use-of-academic-standards\/."},{"key":"ref2","unstructured":"Clements, A., 2005, Strengths and weaknesses of the external examiner mechanism, viewed 31 May 2026, from http:\/\/alanclements.org\/external%20examiner%20system.html."},{"key":"ref3","unstructured":"Council of Higher Education, 2013, Framework for qualification standards in higher education, viewed 31 May 2026, from http:\/\/www.che.ac.za\/sites\/default\/files\/publications\/Framework%20for%20QS%20Approved%20Council%20March%202013.pdf."},{"key":"ref4","doi-asserted-by":"crossref","unstructured":"Donker, E.M., Van Rosse, F., Janssen, B.J.A., Knol, W., Dumont, G., Van Smeden, J. et al., 2025, \u2018The impact of summative, formative or programmatic assessment on the Dutch National Pharmacotherapy assessment: A retrospective multicentre study\u2019, European Journal of Pharmacology 989, 177267. https:\/\/doi.org\/10.1016\/j.ejphar.2025.177267","DOI":"10.1016\/j.ejphar.2025.177267"},{"key":"ref5","doi-asserted-by":"crossref","unstructured":"Faherty, A., Couniham, T., Kropmans, T. & Finn, Y., 2020, \u2018Inter-rater reliability in clinical assessments: Do examiner pairings influence candidate ratings?\u2019, BMC Medical Education 20, 147. https:\/\/doi.org\/10.1186\/s12909-020-02009-4","DOI":"10.1186\/s12909-020-02009-4"},{"key":"ref6","doi-asserted-by":"crossref","unstructured":"Gabieba, D., Katlego, M. & Felicity, D., 2025, \u2018Quality assurance: A document review of moderation reports on final theoretical assessments\u2019, Health SA Gesondheid 30, a3024. https:\/\/doi.org\/10.4102\/hsag.v30i0.3024","DOI":"10.4102\/hsag.v30i0.3024"},{"key":"ref7","doi-asserted-by":"crossref","unstructured":"Harris, P.A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N. & Conde, J.G., 2009, \u2018Research electronic data capture (REDCap) \u2013 A metadata-driven methodology and workflow process for providing translational research informatics support\u2019, Journal of Biomedical Information 42(2), 377\u2013381. https:\/\/doi.org\/10.1016\/j.jbi.2008.08.010","DOI":"10.1016\/j.jbi.2008.08.010"},{"key":"ref8","unstructured":"Kayihura, C.N. & Mtshali, N.G.F., 2010, \u2018Assessment of student nurses\u2019 clinical learning in Rwanda\u2019, Africa Journal of Nursing and Midwifery 12(1), 100\u2013108."},{"key":"ref9","unstructured":"Smith, S. & Farwell, R., 2011, Review of external examiner 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