Lassiterbenton1796
Grading rubrics used in the assessment of physical therapy students' clinical skills should be developed in a method that promotes validity. This study applied a systematic approach to the development of rubrics to assess student performance within a Doctor of Physical Therapy curriculum.
Ten faculty participated.
Checklist-style rubrics covering four clinical skills were developed using a five-step process 1) evidence-based rubric item development; 2) multiple Delphi review rounds to achieve consensus on item content; 3) pilot testing and formatting of rubrics; 4) final Delphi review; 5) weighting of rubric sections. Consensus in the Delphi review was defined as ≥75% of participants rate each item Agree/Strongly Agree in two consecutive rounds, no statistically significant difference between Likert ratings on the final two rounds for each item using the Wilcoxon signed-rank test (p>0.05), and a reduction in participant comments between the first and last rounds.
All rubric items achieved consensus with 100% agreement, no statistically significant difference between the two final sets of ratings (p=0.102 to 1.000), and a decrease in the number of comments from 81 in Round 1 to 21 in Round 5.
This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies.
This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies.
To assess students' perception for critical care training during respiratory care hospital placements.
Cross-sectional descriptive design survey, about demographics, perceptions for involvement in caring for critical patients, and the perceived improvement in knowledge, skills, and confidence during hospital placement.
Of the 80 students placed for hospital respiratory care training, 61 completed the study. Thirty-seven of the responders were males (60%). Forty-nine students (80%) agreed on the usefulness of the placements in preparing them for critical care situations. Students who completed practicum I agreed on the importance of simulation-based training before placements, and the involvement in caring for critically ill adults but not for pediatric or neonatal patients. Most of the students disagreed or strongly disagreed about involvement in caring for critically ill pediatric patients and neonates and denied any improvement in their confidence in caring for them.
The majority of students perceived critical care placements as being more positive than negative. Responses that were more positive were among students while placed in adult intensive care. Students perceived that they were not involved and had no improvement in confidence when caring for pediatric and neonatal patients. Students perceived simulation-based training as important in preparing them for placements.
The majority of students perceived critical care placements as being more positive than negative. Responses that were more positive were among students while placed in adult intensive care. Students perceived that they were not involved and had no improvement in confidence when caring for pediatric and neonatal patients. Students perceived simulation-based training as important in preparing them for placements.
The purpose of this study was to explore the changes in clinical reasoning, self-efficacy, and critical thinking of a group of Doctor of Physical (DPT) students who completed a high and low dose of pediatric experiential learning (EL) as a component of their semester-long pediatric course.
A convenience sample of students at two DPT programs in the United States were recruited. A pre-test post-test comparison group design was used to examine the change in students' clinical reasoning, self-efficacy, and critical thinking following completion of a pediatric course that contained a high or low dose of EL. Students completed the Self-Assessment of Clinical Reflection and Reasoning, Physical Therapy Self-Efficacy Scale, and Health Science Reasoning Test during the first and last weeks of the semester. Students in the high-dose group reported a significant increase (p=0.000) over time in self-perceived clinical reasoning and self-efficacy. NSC 696085 Overall critical thinking abilities significantly improved (p=0.044) over time in both groups.
A high dose of pediatric EL seems to aid students in the development of self-perceived clinical reasoning and self-efficacy. Providing students with EL opportunities prior to pediatric rotations may help to bolster these important skills, leading to improved clinical performance.
A high dose of pediatric EL seems to aid students in the development of self-perceived clinical reasoning and self-efficacy. Providing students with EL opportunities prior to pediatric rotations may help to bolster these important skills, leading to improved clinical performance.
The impact of student debt management on mental health, career choices, and advanced training in allied health professions is unknown. The purpose of this project was to pilot a survey that identifies students' financial literacy and self-efficacy.
A cross-sectional survey containing 43 items related to financial habits, savings knowledge, credit and borrowing strategies, and investment knowledge was administered to assess financial literacy, self-efficacy, and career plans in a group of health professions graduate students.
134 of 268 surveys were completed by a variety of health professions. Financial habits and credit and borrowing categories scored the highest at 50% correct. Students scored the lowest on investment knowledge with an average of 25% correct responses. The overall mean self-efficacy score was 15.5±3.8. Three independent variables had a significant correlation of determination with overall financial literacy, which included marital status, older age, and individuals who identified as white non-Hispanic. Similarly, identification as white non-Hispanic had a significant correlation of determination with financial self-efficacy, but there were no significant differences based on age or marital status.
Allied health students demonstrated low financial literacy and self-efficacy. Health care educators should consider delivering educational content to address these deficits.
Allied health students demonstrated low financial literacy and self-efficacy. Health care educators should consider delivering educational content to address these deficits.
