Macauley Kelly, Laprino Stephanie, Brudvig Tracy
Husson University, 1 College Circle, Bangor, ME USA.
American International College, Springfield, MA USA.
Med Sci Educ. 2022 Feb 4;32(2):349-360. doi: 10.1007/s40670-022-01514-z. eCollection 2022 Apr.
Practical examinations are necessary to demonstrate learning in the psychomotor, cognitive, and affective domains. Student perceptions of the organization and execution of practical examinations are an important consideration in the development of practical examinations.
Multiple other health professions have investigated students' perceptions of objective structured clinical examinations (OSCE). There is little in the physical therapy literature with respect to student perception regarding proctor presence during practical examinations or OSCEs.
The participants were members of the classes of 2019-2021 in a Doctor of Physical Therapy (DPT) program at a New England University.
A qualitative thematic approach was applied to de-identified transcripts of student focus group interviews. Independently coded themes were identified, discussed, and refined iteratively.
Four themes emerged with multiple subthemes: impact of proctor being present; realistic, patient-focused experience; preparation for the practical; and stress. Students valued preparation that included clear expectations, utilization of formative assessments, and peer feedback prior to the practical. They also noted that a distractive-free testing space, having no proctor present in the room, recording the practical, and the format of OSCE's decreased stress and improved performance.
These findings add to the body of knowledge in physical therapy and provide guidance to faculty as they plan and organize practical examinations.
实践考试对于证明在心理运动、认知和情感领域的学习情况是必要的。学生对实践考试的组织和实施的看法是实践考试开发中的一个重要考量因素。
多个其他健康专业已经研究了学生对客观结构化临床考试（OSCE）的看法。物理治疗文献中关于学生对实践考试或OSCE期间监考人员在场的看法的内容很少。
参与者是新英格兰一所大学物理治疗博士（DPT）项目2019 - 2021届班级的成员。
采用定性主题方法对学生焦点小组访谈的去识别化记录进行分析。独立编码主题，反复讨论并完善。
出现了四个主题以及多个子主题：监考人员在场的影响；现实的、以患者为中心的体验；实践考试准备；以及压力。学生重视包括明确期望、利用形成性评估以及在实践考试前获得同伴反馈在内的准备工作。他们还指出，一个无干扰的测试空间、考场内没有监考人员、实践考试录像以及OSCE的形式能减轻压力并提高表现。
这些发现增加了物理治疗领域的知识体系，并在教师规划和组织实践考试时为他们提供指导。
