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Development of a Grading Rubric to Assess Learning in Pediatric Physical Therapy Education
Joseph Schreiber1, Kendra Gagnon, Eydie Kendall
1Chatham University (Dr Schreiber), Pittsburgh, Pennsylvania; Baylor University (Dr Gagnon), Waco, Texas; Plymouth State University (Dr Kendall), Plymouth, New Hampshire; Department of Physical Therapy (Dr LaForme Fiss), College of Health Professions, Mercer University, Macon, Georgia; Physical Therapy Program (Dr Rapport), University of Colorado Anschutz Medical Campus, Aurora, Colorado; Department of Rehabilitation Sciences (Dr Wynarczuk), Moravian College, Bethlehem, Pennsylvania.
Abstract:
The purpose of this perspective article is to describe the development and potential use of a grading rubric to assess pediatric psychomotor and clinical reasoning skills in professional pediatric physical therapist students. Feedback from focus groups made up of pediatric physical therapy educators informed development of the rubric. In addition, preliminary reliability and feasibility of the rubric were evaluated using videotaped student performance on a related pediatric case. Pilot data suggest a range of reliability between slight and moderate across the components of the rubric. Both the case and the rubric are included as appendices, and recommendations are provided for implementation and for future research.
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