Student and Examiner Perceptions of an Innovative Model for Assessment of Neuromuscular Clinical Competence in a Professional Physical Therapist Education Program

Tunney, Niamh; Perlow, Ellen

doi:10.1097/00001416-201731030-00016

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…However, this type of authentic continuous assessment in the didactic component of the curriculum rarely exists. Limited evidence has shown that pre-clinical authentic assessment enhances collaboration and negotiation, aids learning and reduces stress [9,10]. Yet, previous studies included only a one-time rather than continuous assessment.…”

Section: Introductionmentioning

confidence: 99%

Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics

et al. 2020

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Background: Authentic assessment and effective feedback are among various strategies that promote learning in the assessment process. These strategies are commonly used during clinical placements. However, they are rarely implemented in the didactic portion of physiotherapy education despite the benefits this type of assessment may bring to achieving students' learning and outcome. Methods: This mixed method study investigated how an authentic continuous assessment coupled with rubrics facilitated physiotherapy students' learning process in a real-life complex skill of exercise prescription and instruction. The study also explored the relationship between different activities in the Learning Management System (LMS) and learning outcomes. Qualitative data was collected using a focus group and an analysis of discussion forum posts. Quantitative data included various information from a questionnaire, the LMS and assessment score. Results: Thematic analyses from the focus group and discussion forum posts suggest that students used a cyclical selfregulated learning process as a result of authentic task design and rubrics for feedback facilitation. Interestingly, the discussion forum access was found to be moderately and significantly correlated with assessment score by Spearman's rank correlation (ρ = 0.59, p < 0.01), while the students did not find the discussion forum useful. Conclusions: Overall results suggest the promotion of self-regulated learning in this authentic continuous assessment. The roles and goals of each authentic task within the assessment should be made explicit in order to raise cognitive awareness of benefits.

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Section: Introductionmentioning

confidence: 99%

Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics

et al. 2020

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“…In previously published method/model studies, both quantitative and qualitative outcome methods and measures have been reported including reflective papers and portfolios, 30,31 surveys and questionnaires, [31][32][33] laboratory Figure 1. Learning Activity Process performance competency grades, 34 focus groups, 33 and interviews. 35 e use of student course evaluations, narrative evaluations, and case studies have also been described.…”

Section: Discussionmentioning

confidence: 99%

An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students

Dumas¹,

Golub-Victor²

2022

JOPTE

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Student and Examiner Perceptions of an Innovative Model for Assessment of Neuromuscular Clinical Competence in a Professional Physical Therapist Education Program

Cited by 2 publications

References 14 publications

Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics

Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics

An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students

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