混合模式课程实施中学生临床教育准备程度的评估:一个案例研究

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
L. White, K. Jordan, Heidi Mcdermott
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引用次数: 0

摘要

本案例研究的目的是描述一种基于模拟的评估,旨在确保学生为入门级物理治疗博士项目的第一个全职临床经验做好准备,该项目在COVID-19大流行期间过渡到混合模式教学。设计/方法/方法对40名内容交付模式、评估方法和课程顺序偏离课程计划的二年级物理治疗学生进行队列研究,采用标准化患者进行新的评估。制定该评估是为了优先处理在大流行之前通常用其他方法评估的知识、技能、能力和专业行为。研究结果:该评估有助于确定在过渡到第一个全职临床经验之前需要额外学习经验以达到预期能力水平的学生。它还确定了需要在整个学生群体中加强的ksa。研究的局限性/意义本案例研究提供了一个可行的实施学生临床教育准备评估的例子,可以指导已经或计划过渡到混合模式内容交付的卫生专业教育(HPE)项目标准化评估的未来发展。原创性/价值本案例研究强调了在课程交付中发生计划变更或意外变化时,在HPE项目中开发和实施额外评估的必要性和过程。这种基于证据的评估优先解决学习的情感领域,并包括最近在美国为物理治疗教育制定的能力标准。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessment of student readiness for clinical education in mixed-mode curriculum delivery: a case study
Purpose The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic. Design/methodology/approach A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic. Findings The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students. Research limitations/implications This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery. Originality/value This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.
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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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