在教学跨专业教育活动中使用基于观察者的评估评估学生IPEC能力的评估
Jacqueline M Zeeman1, Kimberly A Sanders1, Tia M Belvin1
1UNC Eshelman School of Pharmacy.
Innovations in pharmacy
|May 22, 2025
概括
本研究介绍了IPEC个人学生能力评估工具 (I-CATIS),用于评估跨专业教育 (IPE) 能力. 观察者的评分低于学生的自我评价,突出了IPE客观评估的需要.
科学领域:
- 专业之间的教育 (IPE)
- 医疗保健专业培训 医疗保健专业培训
- 能力评估能力评估能力评估能力
背景情况:
- IPE能力发展需要多样化的学习经验.
- 现有的IPE评估工具通常依赖于自我评估,因此需要客观措施.
- 基于观察者的评估可以提供更准确的IPE能力评估.
研究的目的:
- 描述一个基于观察者对个人学生IPEC能力发展的评估.
- 在教学IPE环境中,将基于观察者的评分与学生自我评价的评分进行比较.
- 试行IPEC个人学生能力评估工具 (I-CATIS).
主要方法:
- I-CATIS在一个与药学和牙科学生的案例合作活动中进行了试点.
- 教师辅导员在I-CATIS上接受了培训,以对13个IPEC子能力的学生进行评估.
- 学生的自我效能评分与教师观察者评分进行了比较.
主要成果:
- 63名药学学生被6名教师评价.
- 大多数学生在能力方面被评为"最低" (26%) 或"正在发展" (64%),只有10%被评为"有能力".
- 学生的自我评价在所有子能力中始终高于观察者评级.
结论:
- 在教学环境中,I-CATIS促进了基于观察者的个人学生IPEC能力的评估.
- 这种工具可以补充自我评估数据,并为课程开发提供信息,以便为协作实践做好准备.
- 客观评估对于确保医疗保健毕业生在协作环境中具有能力至关重要.
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