在专业物理治疗师教育计划中对身体检查技能的形成性评估,以促进大师适应性学习者的发展:一个案例研究
Rebecca D DeMargel1,2,3,4, Carey L Holleran1,2,3,4, Jeffrey D Konrad1,2,3,4
1Carey L. Holleran is an associate professor of physical therapy and neurology, and an assistant director of student assessment and Program Evaluation, Program in Physical Therapy at Washington University School of Medicine.
Journal, physical therapy education
|June 10, 2025
概括
形成性评估 (FA) 或学习评估,改善了物理治疗学生在总结性考试中的成绩. 这种以学习者为导向的方法促进了自我调节,并增强了适应性专业知识的发展.
科学领域:
- 医学教育 医学教育
- 物理疗法物理治疗
- 学习科学 学习科学
背景情况:
- 形成性评估 (FA) 支持主适应性学习者 (MAL) 的发展.
- 传统的物理治疗教育主要使用总结性评估 (SA).
- MALs自我调节专业知识的学习.
研究的目的:
- 描述在物理治疗教育中FA的实施.
- 促进MAL在物理治疗博士 (DPT) 课程中的提升.
- 评估以学习者为导向的FA的结果.
主要方法:
- 自愿的,没有风险的FA,有反和自我反思.
- 在一年级基本技能课程中实施.
- 在入门级的DPT课程中,有87名学习者.
主要成果:
- 完成FA的学习者在总结考试中得分高出8%.
- 在FA完成和考试成绩之间存在正相关性 (肯德尔的tau = 0.264,P < .001).
- 学习者报告了FA的积极经验.
结论:
- FA可以提高物理治疗学生的表现.
- FA支持自我指导的学习过程.
- 作为MALs,FA有助于培养专业的物理治疗学习者.
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