Katz G M, Mosey A C
Am J Occup Ther. 1980 Dec;34(12):794-800. doi: 10.5014/ajot.34.12.794.
To assess the relationship between pre-selection criteria, academic grades, and fieldwork performance, 45 basic master's occupational therapy students who graduated from New York University between October 1974 and October 1977 were selected. The students' undergraduate and occupational therapy records were reviewed for undergraduate grade point averages (GPA), prerequisites, major, occupational therapy grades, and Field Work Performance Report scores (FWPR). The results indicated that undergraduate GPA and occupational therapy GPA correlated with both psychosocial dysfunction and physical disability FWPR scores. However, a student's participation in a Fieldwork I experience was unrelated to the score received on the FWPR for a Fieldwork II experience. Discussion also focused on the limited usefulness of the FWPR as an evaluative tool since the mean scores were very high and its variability was rather low.
为了评估预选标准、学业成绩和实地工作表现之间的关系，我们选取了1974年10月至1977年10月期间从纽约大学毕业的45名基础硕士职业治疗专业学生。查阅了这些学生的本科和职业治疗记录，以获取本科平均绩点（GPA）、先修课程、专业、职业治疗成绩以及实地工作表现报告分数（FWPR）。结果表明，本科GPA和职业治疗GPA与心理社会功能障碍和身体残疾FWPR分数均相关。然而，学生参与实地工作I的经历与实地工作II的FWPR得分无关。讨论还聚焦于FWPR作为评估工具的效用有限，因为平均分非常高且其变异性相当低。
