Avi-Itzhak Tamara, Krauss Andrea
Department of Occupational Therapy, York College, City University of New York, Jamaica, NY, USA.
Work. 2014;47(2):235-42. doi: 10.3233/WOR-121571.
The purpose of occupational therapy (OT) educational programs is to graduate effective clinicians who join the job market with competencies consistent with the expected entry-level practice. To attain an effective process of clinical competence development, OT educational programs design competence-based curricula to instill pre-licensure readiness in their graduating students for entry-level work-related practice.
The purpose of the study was to perform a retrospective outcome competence assessment for evaluating OT students participating in the first three consecutive offerings of a graduate seminar intended to assess and increase pre-licensure skills and knowledge required for entry-level evidence-based work-related practice. The assessment examined differences in post vs. pre-seminar National Board Certificate Occupational Therapy (NBCOT) practice test score caused by (a) main time of test-taking effect; (b) main class effect; and (c) tine and class interaction effect.
62 students.
A total of 62 students who graduated from the program during the three academic years 2008, 2009 and 2010 participated in the study.
Post vs. pre-seminar NBCOT practice test score was significantly higher across the three-year period and increased significantly in each of the three classes. Interaction effect did not alter the pattern of post vs. pre-seminar score increase in each class.
The significant time and class main effects validated the effectiveness of the seminars in increasing post vs. pre-seminar practice test score in each of the three classes. The significant time x class interaction effect validated the pattern of post vs. pre-seminar score increase regardless of the class sequence.
职业治疗（OT）教育项目的目的是培养出有效的临床医生，这些医生进入就业市场时具备与预期的入门级实践相一致的能力。为了实现有效的临床能力发展过程，OT教育项目设计基于能力的课程，向即将毕业的学生灌输与入门级工作相关实践的执照前准备能力。
本研究的目的是进行一项回顾性结果能力评估，以评价参加了连续前三期研究生研讨会的OT学生，该研讨会旨在评估和提高入门级循证工作相关实践所需的执照前技能和知识。该评估考察了（a）主要考试时间效应；（b）主要课程效应；以及（c）时间和课程交互效应导致的研讨会后与研讨会前国家职业治疗委员会证书（NBCOT）实践考试成绩的差异。
62名学生。
共有62名在2008年、2009年和2010年这三个学年从该项目毕业的学生参与了本研究。
在这三年期间，研讨会后与研讨会前的NBCOT实践考试成绩显著更高，并且在三个班级中的每个班级都显著提高。交互效应并未改变每个班级中研讨会后与研讨会前成绩提高的模式。
显著的时间和课程主效应证实了研讨会在提高三个班级中每个班级的研讨会后与研讨会前实践考试成绩方面的有效性。显著的时间×课程交互效应证实了无论班级顺序如何，研讨会后与研讨会前成绩提高的模式。
