Payne Burt (seasonisland81)

Grading rubrics used in the assessment of physical therapy students' clinical skills should be developed in a method that promotes validity. This study applied a systematic approach to the development of rubrics to assess student performance within a Doctor of Physical Therapy curriculum. Ten faculty participated. Checklist-style rubrics covering four clinical skills were developed using a five-step process 1) evidence-based rubric item development; 2) multiple Delphi review rounds to achieve consensus on item content; 3) pilot testing and formatting of rubrics; 4) final Delphi review; 5) weighting of rubric sections. Consensus in the Delphi review was defined as ≥75% of participants rate each item Agree/Strongly Agree in two consecutive rounds, no statistically significant difference between Likert ratings on the final two rounds for each item using the Wilcoxon signed-rank test (p>0.05), and a reduction in participant comments between the first and last rounds. All rubric items achieved consensus with 100% agreement, no statistically significant difference between the two final sets of ratings (p=0.102 to 1.000), and a decrease in the number of comments from 81 in Round 1 to 21 in Round 5. This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies. This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies. To assess students' perception for critical care training during respiratory care hospital placements. Cross-sectional descriptive design survey, about demographics, perceptions for involvement in caring for critical patients, and the perceived improvement in knowledge, skills, and confidence during hospital placement. Of the 80 students placed for hospital respiratory care training, 61 completed the study. Thirty-seven of the responders were males (60%). Forty-nine students (80%) agreed on the usefulness of the placements in preparing them for critical care situations. Students who completed practicum I agreed on the importance of simulation-based training before placements, and the involvement in caring for critically ill adults but not for pediatric or neonatal patients. Most of the students disagreed or strongly disagreed about involvement in caring for critically ill pediatric patients and neonates and denied any improvement in their confidence in caring for them. The majority of students perceived critical care placements as being more positive than negative. BU-4061T inhibitor Responses that were more positive were among students while placed in adult intensive care. Students perceived that they were not involved and had no improvement in confidence when caring for pediatric and neonatal patients. Students perceived simulation-based training as important in preparing them for placements. The majority of students perceived critical care placements as being more positive than negative. Responses that were more positive were among students while placed in adult intensive care. Students perceived that they were not involved and had no improvement in confidence when caring for pediatric and neonatal patients. Students perceived simulation-based training as important in preparing them for placements. The purpose of this study was to explore the changes in clinical reasoning, self-efficacy, and critical thinking of a group of Doctor of Physical (DPT) students who completed a high and low dose of pediatric experiential learning (EL) as a component of their semester-long pediatric course. A convenience sample of students at two DPT programs in the United States were recruited. A pre-test post-test comparison group design was used to examine the change in students' clinical reasoning, self-efficacy, and critical thinking following completion of a pediatric course that contained a high or low dose of EL. Studen