{"title":"从心到尾：综合临床教育课程的产品评价。","authors":"Yvonne M Colgrove, Jason L Rucker","doi":"","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>To describe the product evaluation of a curriculum of integrated clinical education (ICE) implemented into a Doctor of Physical Therapy program.</p><p><strong>Methods: </strong>A novel curriculum incorporating five stand-alone ICE courses was developed and evaluated using the Context, Input, Product, Process program assessment model. Primary outcomes for product evaluation included Clinical Performance Instrument (web-CPI) ratings of student performance, student self-assessment aptitude, student satisfaction, and clinical remediation counts during full-time clinical education experiences (FTCEs).</p><p><strong>Results: </strong>Outcomes from the first ICE curriculum cohort (n=58) were compared to the prior two traditional curriculum cohorts (n=76). There were no differences in clinical instructors' (CI) final web-CPI assessments during terminal FTCEs. However, ICE students scored higher on initial and intermediate FTCEs and were more satisfied with the clinical education program. Student and CI final web-CPI ratings indicated ICE group's ratings aligned more closely with CI ratings. Remediation was similar between the two curricula, and the majority of CIs felt ICE students were at least as well prepared for FTCEs as students in the traditional curriculum.</p><p><strong>Conclusion: </strong>The outcomes of our product evaluation suggest that educational strategies such as ICE may be capable of maximizing student potential and reducing clinic and program resources during clinical education.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"52 3","pages":"219-227"},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Beginning with the End in Mind: A Product Evaluation of Integrated Clinical Education Courses.\",\"authors\":\"Yvonne M Colgrove, Jason L Rucker\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>To describe the product evaluation of a curriculum of integrated clinical education (ICE) implemented into a Doctor of Physical Therapy program.</p><p><strong>Methods: </strong>A novel curriculum incorporating five stand-alone ICE courses was developed and evaluated using the Context, Input, Product, Process program assessment model. Primary outcomes for product evaluation included Clinical Performance Instrument (web-CPI) ratings of student performance, student self-assessment aptitude, student satisfaction, and clinical remediation counts during full-time clinical education experiences (FTCEs).</p><p><strong>Results: </strong>Outcomes from the first ICE curriculum cohort (n=58) were compared to the prior two traditional curriculum cohorts (n=76). There were no differences in clinical instructors' (CI) final web-CPI assessments during terminal FTCEs. However, ICE students scored higher on initial and intermediate FTCEs and were more satisfied with the clinical education program. Student and CI final web-CPI ratings indicated ICE group's ratings aligned more closely with CI ratings. Remediation was similar between the two curricula, and the majority of CIs felt ICE students were at least as well prepared for FTCEs as students in the traditional curriculum.</p><p><strong>Conclusion: </strong>The outcomes of our product evaluation suggest that educational strategies such as ICE may be capable of maximizing student potential and reducing clinic and program resources during clinical education.</p>\",\"PeriodicalId\":35979,\"journal\":{\"name\":\"Journal of Allied Health\",\"volume\":\"52 3\",\"pages\":\"219-227\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Allied Health\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Allied Health","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Beginning with the End in Mind: A Product Evaluation of Integrated Clinical Education Courses.
Purpose: To describe the product evaluation of a curriculum of integrated clinical education (ICE) implemented into a Doctor of Physical Therapy program.
Methods: A novel curriculum incorporating five stand-alone ICE courses was developed and evaluated using the Context, Input, Product, Process program assessment model. Primary outcomes for product evaluation included Clinical Performance Instrument (web-CPI) ratings of student performance, student self-assessment aptitude, student satisfaction, and clinical remediation counts during full-time clinical education experiences (FTCEs).
Results: Outcomes from the first ICE curriculum cohort (n=58) were compared to the prior two traditional curriculum cohorts (n=76). There were no differences in clinical instructors' (CI) final web-CPI assessments during terminal FTCEs. However, ICE students scored higher on initial and intermediate FTCEs and were more satisfied with the clinical education program. Student and CI final web-CPI ratings indicated ICE group's ratings aligned more closely with CI ratings. Remediation was similar between the two curricula, and the majority of CIs felt ICE students were at least as well prepared for FTCEs as students in the traditional curriculum.
Conclusion: The outcomes of our product evaluation suggest that educational strategies such as ICE may be capable of maximizing student potential and reducing clinic and program resources during clinical education.
期刊介绍：
The Journal of Allied Health is the official publication of the Association of Schools of Allied Health Professions (ASAHP) . The Journal is the only interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews. Readers of The Journal comprise allied health leaders, educators, faculty and students. Subscribers to The Journal consist of domestic and international college and university libraries, health organizations and hospitals. Almost 20% of subscribers, in the last three years, have been from outside of the United States. Subscribers include the World Health Organization, the American Medical Association and major universities.
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