Musolino Gina Maria
College of Health, Division of Physical Therapy, The University of Utah, 520 Wakara Way, Suite 302, Salt Lake City, UT 84108, USA.
J Allied Health. 2006 Spring;35(1):30-42.
Adopting the American Physical Therapy Association Clinical Performance Instrument, physical therapy (PT) interns are required to self-assess, hence the need for development of self-assessment abilities. The purpose of this research was threefold: (1) to develop an interview guide instrument to gather qualitative data, (2) to investigate the experience of self-assessment of PT students and new graduates, and (3) to identify training needs and propose a plan to incorporate self-assessment for PT lifelong learners. This study evaluated the self-assessment abilities of PT learners by investigating the following self-assessment components: (1) abilities and skills, (2) barriers and/or support, (3) training needs, and (4) essential elements for development. The sample consisted of 11 PT learners and internal and external evaluative committee members. Qualitative and evaluative methods were implemented to generate data addressing research questions related to (1) interview instrumentation; (2) self-assessment, with data gathering through semistructured interviews; and (3) evaluative examination of the plan to incorporate self-assessment. Data were analyzed for emerging codes and themes, synthesized, and recontextualized. Formative and summative evaluative committees validated the interview guide instrument and proposed plan for incorporation of self-assessment. Core themes emerged pertaining to specific aspects of self-assessment, including requirements, areas for improvement, motivational and promotion factors, and activities that facilitate self-assessment. Participants exhibited self-assessment abilities, encountering obstacles and support, important to health care professionals, educators, and clinical faculty. Training needs were identified for PT learners and for clinical and academic faculty. These findings parallel with Schön's concept of reflective practice and Bandura's social learning theory. The self-assessment plan includes practice improvement components viable for health professions education.
采用美国物理治疗协会临床绩效评估工具，物理治疗（PT）实习生需要进行自我评估，因此培养自我评估能力很有必要。本研究的目的有三个：（1）开发一种访谈指南工具以收集定性数据；（2）调查PT学生和新毕业生的自我评估经历；（3）确定培训需求，并提出将自我评估纳入PT终身学习者的计划。本研究通过调查以下自我评估组成部分来评估PT学习者的自我评估能力：（1）能力和技能；（2）障碍和/或支持；（3）培训需求；（4）发展的基本要素。样本包括11名PT学习者以及内部和外部评估委员会成员。采用定性和评估方法来生成数据，以解决与以下方面相关的研究问题：（1）访谈工具；（2）自我评估，通过半结构化访谈收集数据；（3）对纳入自我评估计划的评估审查。对数据进行分析，找出新出现的代码和主题，进行综合并重新梳理背景。形成性和总结性评估委员会对访谈指南工具和提出的纳入自我评估的计划进行了验证。出现了与自我评估特定方面相关的核心主题，包括要求、改进领域、激励和促进因素以及有助于自我评估的活动。参与者展示了自我评估能力，遇到了障碍和支持，这对医疗保健专业人员、教育工作者和临床教师很重要。确定了PT学习者以及临床和学术教师的培训需求。这些发现与舍恩的反思性实践概念和班杜拉的社会学习理论相一致。自我评估计划包括对健康职业教育可行的实践改进组成部分。
