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首页> 外文期刊>BMC Medical Education >Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics
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Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics

机译：通过正宗的连续评估和尺寸学习在物理治疗教育中进行规划和指导运动

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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. 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. Thematic analyses from the focus group and discussion forum posts suggest that students used a cyclical self-regulated 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. 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.
机译：真实的评估和有效反馈是在评估过程中促进学习的各种策略之一。这些策略通常在临床展示期间使用。然而，尽管这种类型的评估可能带来了实现学生的学习和结果，但它们很少在物理治疗教育的教学部分中实施。这种混合方法研究调查了如何在现实生活中的锻炼处方和教学技能中耦合真正的连续评估与标准促进的物理疗法学生的学习过程。该研究还探讨了学习管理系统（LMS）和学习成果之间不同活动之间的关系。使用焦点小组收集定性数据以及讨论论坛帖子的分析。定量数据包括来自调查问卷，LMS和评估评分的各种信息。来自焦点组和讨论论坛帖子的专题分析表明，学生因真实的任务设计和Rubrics而进行了反馈便利的原始任务设计和rubrics，使用周期性自我监管的学习过程。有趣的是，讨论论坛访问被发现与Spearman的等级相关性（ρ？=？0.59，P？<0.01）与评估评分进行了显着和显着相关，而学生没有找到讨论论坛有用。总体结果表明在这种真实的连续评估中促进自我监管学习。应明确评估在评估中每个真实任务的角色和目标，以提高认知对福利的认知意识。

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