(1226) PHYSIOTHERAPY STUDENTS' PERCEPTION OF THE PEDAGOGICAL VALUE OF RUBRICS IN DEVELOPING MANUAL SKILLS

摘要

Background: Rubrics are used to support students? own learning and academic performance. Theyspecify expectations and criteria, which facilitates self-assessment. In Physiotherapy degree, wherestudents need support in developing manual skills after lessons, rubrics are a useful tool in helpingthem improve their abilities to perform different manoeuvres. This situation becomes a challenge whenthe contents of the subject are complex and different from previous ones, as it is the case of neurorehabilitation.However, rubrics should ensure an effective achievement of educational objectives andcompetencies.Purpose: To determine the students? perception of the pedagogical value of rubrics to acquire manualskills in Physiotherapy.Methods: A prospective survey type study was carried out. A 10-item questionnaire about the amount,completeness and coherence of information and motivating mechanisms of rubrics was developed.Four of the rubrics used in practical lessons of the third-year course Clinical Specialities IV werestudied (R1: Neurodevelopment concept, R2: Orofacial physiotherapy, R3: Coordination exercises,R4: PNF). The questionnaire was answered by 158 Physiotherapy students (46.67% men, agebetween 20-38 years) of the University of Valencia. They were asked to indicate their level ofagreement with each item for each rubric, following a Likert scale of five alternatives. A descriptiveanalysis for each rubric was performed. Internal consistency of the questionnaire was determinedusing the Cronbach alpha coefficient.Results: Average scores of each rubric showed that students had a positive perception of theirpedagogical value (R1=4.4 ± 0.73;;R2=3.77± 1.07;;R3=4.06± 0.93;;R4= 4.26± 0.81). The highestaverage scores coincided with the rubrics in which information was very detailed. In all of the rubrics,the highest rated items were: 7-The contents are equivalent to those studied at class(R1=4.57±0.65,R2= 3.90±1.02,R3= 4.23±0.82, R4=4.39±0.70) and 9-It allows me to know what I'mexpected to do in the exam (R1= 4.66±0.62,R2= 4.01±1.03,R3= 4.11±0.94, R4=4.35±0.77). On thecontrary, no agreement were found about the lowest rated item among rubrics, though in those withless average score, item 4-clarity of information was fairly scored (R2= 3.65±1.05;;R3=3.97±1.05).Total reliability of the questionnaire was high (Cronbach α=0.95).Conclusions: Physiotherapy students perceived rubrics as a pedagogically effective learning tool todevelop manual skills. Therefore, they could be useful in the undergraduate education in order to helpstudents to learn practical contents.