Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain.
Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain.
Int J Environ Res Public Health. 2021 May 6;18(9):4957. doi: 10.3390/ijerph18094957.
One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics' validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications.
物理治疗（PT）学生面临的主要挑战之一是学习神经物理治疗（PT）所涉及的实践技能。为了帮助他们获得这些技能，设计了一套用于形成性目的的量表。本文介绍了这些量表的创建过程及其在课堂中的应用，并指出学生认为这些量表有效、可靠且对学习非常有用。对量表的有效性和有用性的感知有不同的密切相关维度，在学生的社会人口统计学和教育变量方面表现出同质的值，除了对学习的投入外，这与学业投入和课程满意度呈显著关系。还证实了变量之间关系的假设结构模型的充分性。发现了对量表的有效性和参与度的感知对课程满意度的直接影响，以及对量表的有用性的评估对学业投入的直接影响，以及通过后者变量对课程满意度的间接影响。考虑到先前研究的结论和不同的教学意义，对结果进行了讨论。
