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超越成绩:在专业物理治疗师教育中重新思考评估实践

Meghan Hernandez^1,2, Dana Judd^1,2

¹Meghan Hernandez is the senior instructor in the Physical Therapy Program, Department of Physical Medicine and Rehabilitation at the University of Colorado Anschutz Medical Campus, 13121 E. 17th Avenue, C244, Aurora, CO (meghan.hernandez@cuanschutz.edu). Please address all correspondence to Meghan Hernandez.

Journal, physical therapy education

|June 24, 2025

概括

物理治疗师教育中的无等级评估方法对适应性学习技能,学习者福祉和自我调节学习产生了积极的影响. 这种方法有效地评估了学生的掌握能力,而不影响学术严谨性,证明了其对未来实施的价值.

科学领域:

医学教育医学教育
健康专业教育卫生专业教育
物理疗法物理治疗

背景情况:

传统的分级可能无法充分评估物理治疗师发展中的适应性学习和反思过程.
基于排名的成绩可以加强权力层次结构,并不成比例地影响边缘化的学习者.
非分级评估提供了一个公平的替代方案,重点是学习评估.

研究的目的:

探索在研究生级物理治疗课程中采用未分级评估方法的实施和影响.
评估不评分对学习者参与,反思和自我调节学习的影响.
评估在物理治疗博士 (DPT) 教育中取消评分的可行性.

主要方法:

一个质量改进 (QI) 项目使用了计划-做-研究-行动 (PDSA) 方法.
一年级DPT课程被转换为一个未分级的评估格式.
数据从多个来源收集,并使用专题和描述性分析进行总结.

主要成果:

学习者的经验和对非分级方法的看法都是极为积极的.
这种方法促进了适应性学习技能,内在动机和自我调节学习的增长.
学生的学习和内容掌握得到了有效的评估,取得了高成绩,没有失败.

结论:

不分级的方法证明了学习者的积极反和学生学习的有效评估.
该QI项目的成功支持在未来的课程代中继续使用无等级方法.
进一步的研究将重点关注正式成果,DPT教育的可行性,以及培养主体适应性学习者技能.

关键词:

适应性学习是一种适应性学习.对学习进行评估.股权资本股权资本质量改善质量改善没有分类,没有分类.

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