课程内学术变量对未来临床教育表现在物理治疗师教育中的预测价值:一项探索性研究
Marisa Birkmeier1,2,3,4, Joyce Maring1,2,3,4, Rebecca Pinkus1,2,3,4
1Marisa Birkmeier is the physical therapy program director and an associate professor in the Department of Health, Human Function, and Rehabilitation Sciences at The George Washington University, 2000 Pennsylvania Avenue, NW, Suite 215, Washington, DC 20006 (mbirkmei@email.gwu.edu). Please address all correspondence to Marisa Birkmeier.
Journal, physical therapy education
|August 5, 2025
概括
临床前学术表现,包括特定测试和累积的GPA,显示了与物理治疗师学生临床教育经验 (CEE) 绩效的关联. 实用的再录取呼吁政策也显著预测临床成功,有助于识别需要支持的学生.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 临床教育评估评估
- 学术成绩指标 学术成绩指标
背景情况:
- 临床前学术变量用于测量临床教育之前的学生表现.
- 现有的关于临床前学术变量与临床教育经验 (CEE) 在物理治疗中的表现关系的研究是有限的和矛盾的.
研究的目的:
- 探索临床前评估结果,平均成绩 (GPA) 和全日制临床教育经验 (CEE) 绩效之间的关系.
- 确定这些变量对全职CEE业绩的预测值.
主要方法:
- 130名毕业生物理治疗师 (2018-2020) 的学术记录的回顾性分析.
- 相关性绩效测试,累积GPA,实践复试上诉,以及与CEE绩效相关的综合考试.
- 使用了皮尔森的相关性,斯皮尔曼的rho和多重线性回归分析.
主要成果:
- 在25个课程特定的绩效测试中,有10个与CEE绩效有显著的关联.
- 累积的GPA和实际的复试呼吁与CEE III分数和CEE的整体表现有显著的相关性.
- 实际的重新录取呼吁对临床表现做出了重大贡献,解释了5.3%的差异.
结论:
- 绩效测试对于评估CEE准备有价值,但仅是整体能力的一个组成部分.
- 学术进步政策可以帮助在CEEs之前识别有风险的学生,从而提供有针对性的支持.
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