自我评估对学生在物理治疗临床培训能力的影响:一项随机对照试验
Hammam Atrash1,2, Michal Katz-Leurer3, Gila Shahar3
1Sackler Faculty of Medicine, School of Health Professions, Department of Physical Therapy, Tel- Aviv University, P.O. box 463, Dabburiya, Tel-Aviv, Zip code 0016910, Israel. Hammam.Atrash@Gmail.Com.
物理治疗 (PT) 临床培训中期自我评估对学生,特别是对临床实践新手有好处. 这种干预措施提高了学生在培训期间的能力.
科学领域:
- 医疗教育 医学教育
- 盟友卫生专业 医疗保健专业
- 临床能力评估临床能力评估
背景情况:
- 自我评估可以提高学生的参与度和学业成绩.
- 物理治疗 (PT) 临床培训依赖临床教育者 (CE) 进行评估和反.
- 关于自我评估对PT临床培训结果的影响的研究有限.
研究的目的:
- 评估期中自我评估对物理治疗学生临床能力的影响.
- 为了确定学生自我评估和培训结束时的CE评估之间的协议水平.
主要方法:
- 23名CE和52名本科PT学生参加了为期8周的临床培训计划.
- 一个干预组 (IG) 使用物理治疗实践评估 (APP) 表格进行了中期自我评估.
- 所有学生在培训结束时完成了自我评估;CE在中期和结束时评估了能力.
主要成果:
- 在中期或末期的群体之间,CE评估得分没有显著差异.
- 学生和CE培训结束评估之间的协议在各组之间没有显著差异.
- 与对照组相比,IG在培训的下半年显示出显著的改善,特别是对于与CE相比较低的自我评估的学生来说.
结论:
- 在PT临床培训期间,学生参与自我评估是有益的.
- 自我评估对于初步临床培训和早期学术阶段的学生来说尤其有利.
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