Supervision: Assessing Diagnostic Report Writing

Jennifer P. Van Gilder, Sherry L. Street-Tobin
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引用次数: 1

Abstract

One of the most time-consuming tasks for clinical educators is reading and editing first drafts of clinical reports prepared by students. Clinical educators at Appalachian State University (ASU) devised a tool that would make this task more efficient for clinical educators without sacrificing student learning. In the fall of 2008, the authors participated in a workshop series about using rubrics for student assessment. Participants from across the university were asked to bring existing rubrics to revise or be prepared to develop new rubrics. We modified an existing general tool into a five-level rubric specific to diagnostic reports, with detailed examples and explanations for each level, a qualitative rating scale, and a quantitative rating scale. After using the rubric for two semesters, we determined that the rubric feedback was of benefit to the students, who were consequently better able to discuss their individual writing strengths and weaknesses. The question remains whether the benefit to the stu...
指导:评估诊断报告写作
临床教育工作者最耗时的任务之一是阅读和编辑学生准备的临床报告初稿。阿巴拉契亚州立大学(ASU)的临床教育工作者设计了一种工具,可以在不牺牲学生学习的情况下,使临床教育工作者更有效地完成这项任务。2008年秋天,作者参加了一个关于在学生评估中使用标准的系列研讨会。来自整个大学的参与者被要求带来现有的规则来修改或准备开发新的规则。我们将现有的通用工具修改为特定于诊断报告的五个级别的规则,每个级别都有详细的示例和解释,一个定性评级量表和一个定量评级量表。在使用了两个学期的评语后,我们确定评语的反馈对学生是有益的,他们因此能够更好地讨论他们个人的写作优势和劣势。问题是,对学生的好处是否……
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