Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

Abstract

Background In health professions, the curriculum that must be met in order to obtain the academic certificate is based on the development of the so-called competencies. The broad content of the Practicum of the Degree of Physiotherapy has led to the creation of multiple types of evaluation, which makes it difficult for faculty members to reach a consensus on competencies. The aim of this study was to develop and validate content of a rubric for the evaluation of acquired competencies related to physiotherapeutic performance and intervention in traumatology within the Practicum of the Degree of Physiotherapy. Methods Following the Delphi methodology, a group of experts from all over the Spanish territory participated in the study. Through on-line questionnaires, several sequential rounds were established, alternated by controlled feedback until obtaining a consensus in the opinion of the experts, which allowed elaborating the final rubric. Results Initially, 16 experts were contacted, of whom 10 worked and completed the final content of the rubric. For the 3 rounds that were conducted, the initial 142 interventions of the initial proposition, which correspond to specific competencies, were reduced to the final 29 items that compose the specific evaluation rubric presented in this study. Conclusions This rubric is an evaluation instrument with valid content for the assessment of specific competencies of Traumatology in the Practicum of the Degree of Physiotherapy.

Competence assessment rubric in the Physiotherapy Practicum

“…These results could indicate that students are acquiring the necessary skills on a continuum, in such a way that, at the end of their studies, when they graduate, they achieve a consolidation of skills that qualifies them to enter real clinical practice, as suggested by Miller et al in their study [41]. The competences outlined in the RECOPC-FIS II make this tool not only feasible and easy to use, but also have a significant educational impact, as they coincide with some of the proposals that appear in similar studies [38,41,42]. Thus, the challenge for educational institutions to assess clinical performance in the workplace determines a rarely studied feature of assessment tools [38].…”

Competencies of undergraduate physiotherapy education: A scoping review

“… Source: American Physical Therapy Association 2020 ; Australian Physiotherapy Association &Australian College of Physiotherapists 2023 ; Chartered Society of Physiotherapy 2020 ; Díaz-Mohedo et al 2021 ; Edgar et al 2020 ; Forbes, Mandrusiak & Smith 2018 ; Health Professions Council of South Africa 2022 ; Hoeger et al 2014 ; Martin, Mandrusiak & Lu 2021 ; National Physiotherapy Advisory Group (NPAG) 2017 ; Physiotherapy Board of Australia & Physiotherapy Board of New Zealand 2015 ; Republic of Namibia 2002 , 2018 ; University of Namibia 2022 ; Ursula et al 2017 ; WCPT European Region 2018 ; Physiotherapy Board of New Zealand 2018 ; World Confederation for Physical Therapy 2011 ; World Health Organization 2020 ; World Physiotherapy 2021 …”

Performance Evaluation Tools Used in Nursing Education: Rubrics and Checklists: Traditional Review

“…10 Performans değerlendirme; ■ Sadece değerlendirme değildir, öğrenenlere hatalarından ders çıkarmanın yanı sıra öğrendiklerini gösterme fırsatının tanındığı, öğrenme ile iç içe bir süreçtir. 1,2,14 ■ Sadece becerinin değerlendirilmesi değildir, beceriyi yerine getirmek için gereken bilgi birikiminin ve beceriye ilişkin tutumun da değerlendirilmesidir.…”

“…3 ■ Öğrenenlerin eğitim süreci boyunca edindikleri bilgi, tutum ve becerileri gerçek/gerçeğe yakın bir ortamda uygulamasıdır. [1][2][3]14 ■ Hem ürün hem de öğrenenin ürünü ortaya koyarken geçirdiği sürecin değerlendirilmesidir. 8,10 ■ Öğrenenlerin belirlenen karmaşık/kompleks bir durumda problemleri çözmek için gereken becerileri uygulaması, belirli bir bağlamda karar vermesi veya yeni çözüm önerileri geliştirebilmesi, edindikleri bilgiyi uygulamaya aktarmasıdır.…”