Dep. of Occupational Therapy, Faculty of Rehabilitation Medicine, College of Health Sciences, 2-64 Corbett Hall, University of Alberta, Edmonton, AB T6G 2G4, Canada. Tel 780-492-4333.
J Allied Health. 2021 Winter;50(4):253-262.
There have been few studies regarding the impact on inter¬professional education (IPE) assessments and instruments to support learning and teaching. In this study, a single-point rubric was developed and evaluated to explore its educational impact on supporting learning and teaching. The research question was: To what degree does the single-point rubric support student learning and assist facilitators in developing feedback within the context of IPE? We tested the single-point rubric in the assessments within both interprofessional (IP) foundational and elective courses. One hundred eighty-seven rubrics across two IP courses were completed and collected. Of the 49 students and 17 facilitators who responded to the surveys, 3 students and 5 facilitators completed follow-up interviews. Two of the foundational course developers also participated in interviews. Kane's validity framework guided the validation process. Results showed that facilitators used the single-point rubric to provide structured and potentially helpful feedback. Students agreed with the feedback and could efficiently identify the strengths and weaknesses of their performance from the feedback. Students could use the suggestions from facilitators and their own engagement with the feedback to improve future IP learning. However, some facilitators did not provide students with suggestions for improvement, perhaps because they felt that they were not experienced enough to provide suggestions. Additional training is essential for facilitators to learn how to provide suggestions for improvement. The overall educational impact of the single-point rubric is positive, but future investigation with a larger sample size is required.
关于对跨专业教育（IPE）评估和支持学习和教学的工具的影响，研究甚少。在这项研究中，开发并评估了一种单点量表，以探索其对支持学习和教学的教育影响。研究问题是：单点量表在多大程度上支持学生学习，并帮助促进者在 IPE 背景下发展反馈？我们在跨专业基础和选修课程的评估中测试了单点量表。在两门跨专业课程中完成并收集了 187 个量表。在回应调查的 49 名学生和 17 名促进者中，有 3 名学生和 5 名促进者完成了后续访谈。两位基础课程的开发者也参加了访谈。凯恩的有效性框架指导了验证过程。结果表明，促进者使用单点量表提供结构化和潜在有益的反馈。学生对反馈表示赞同，并且能够从反馈中快速识别出自己表现的优势和劣势。学生可以利用促进者的建议和他们自己对反馈的参与来提高未来的跨专业学习。然而，一些促进者并未向学生提供改进建议，也许是因为他们觉得自己没有足够的经验提供建议。促进者需要接受额外的培训，以学习如何提供改进建议。单点量表的整体教育影响是积极的，但需要进一步研究更大的样本量。
