Sackler Faculty of Medicine, School of Health Professions, Department of Physical Therapy, Tel- Aviv University, P.O. box 463, Dabburiya, Tel-Aviv, Zip code 0016910, Israel.
Clalit Health Services, Horowitz Physical Therapy Clinic, Tel-Aviv, Israel.
BMC Med Educ. 2023 Oct 19;23(1):780. doi: 10.1186/s12909-023-04737-9.
Self-assessment is a method that allows students to reflect on and critically evaluate their performance, increases students' involvement in learning, and improves academic achievement. In physiotherapy (PT) education, clinical training is a crucial component, guided by clinical educators (CEs), who assess and provide feedback, fostering student development. Limited research has investigated the impact of self-assessment on PT clinical training outcomes. This study aims to assess the effect of mid-term self-assessment during PT clinical training on students' competence and on level of agreement between students' self-assessment and CEs' assessment at the end of the training.
23 CEs and their 52 undergraduate PT students participated in the study. The students underwent eight weeks of clinical training in outpatient PT clinics in groups of two or three. For each group, one CE performed student assessment at the mid-term and the end of the training using the Assessment of Physiotherapy Practice (APP) form, an assessment tool used to evaluate clinical competence in PT clinical training. One student from each group was randomly assigned to join the intervention group (IG). These students completed a self-assessment process at the mid-term of the training. All students were asked to complete a self-assessment form at the end of the training.
The median CE's evaluation score halfway through the training was 80 [50-96] and 91 [65-100] at the end of the training, with no significant differences between the two groups. The level of agreement between the student and CE's evaluation at the end of the training was not significantly different between the groups (p = 0.05). It noted that students who scored themselves higher than their CEs tended to have lower APP scores than others, based on CEs' assessment. These students were found to have less academic experience. Nevertheless, those from the IG improved significantly, based on the CE's assessment, during the second half of the training, compared to the controls.
The main finding of the present study is that student participation in self-assessment during PT clinical training is advantageous, mainly for individuals undergoing their initial clinical training and in the early stages of their academic studies.
自我评估是一种让学生反思和批判性地评价自己表现的方法，增加了学生对学习的参与度，并提高了学习成绩。在物理治疗（PT）教育中，临床培训是一个关键组成部分，由临床教育者（CEs）指导，他们进行评估并提供反馈，促进学生的发展。有限的研究调查了自我评估对 PT 临床培训结果的影响。本研究旨在评估 PT 临床培训中期自我评估对学生能力的影响，以及培训结束时学生自我评估与 CEs 评估之间的一致性程度。
23 名 CEs 和他们的 52 名本科 PT 学生参与了这项研究。学生们在门诊 PT 诊所中以两人或三人一组的形式进行了八周的临床培训。每个小组的一名 CE 使用评估物理治疗实践（APP）表格在中期和培训结束时对学生进行评估，该评估工具用于评估 PT 临床培训中的临床能力。每个小组的一名学生被随机分配到干预组（IG）。这些学生在培训中期完成自我评估过程。所有学生都被要求在培训结束时完成自我评估表。
培训中途 CE 的评估得分中位数为 80 [50-96]，培训结束时为 91 [65-100]，两组之间没有显著差异。培训结束时学生和 CE 的评估之间的一致性水平在两组之间没有显著差异（p=0.05）。值得注意的是，根据 CE 的评估，自我评估得分高于 CE 的学生的 APP 得分往往低于其他人，而且这些学生的学术经验较少。然而，与对照组相比，IG 组的学生在培训的后半段自我评估得分显著提高。
本研究的主要发现是，学生在 PT 临床培训中参与自我评估是有益的，主要是对那些正在接受初始临床培训和学术研究早期阶段的人有益。
