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Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience.

机译:根据明确的临床经验评估四年级兽医专业学生的能力变化。

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摘要

The purpose of this study was to measure the competency of problem solving skills of fourth-year veterinary students. The study identified two primary objectives, (a) define clinical competency for fourth-year veterinary medical students, and (b) construct an instrument to assess the student's level of clinical competency.;A faculty advisory panel identified three themes in the development of a definition of clinical competency, (a) competency was situational, (b) competency was described by ability, and (c) the definition of fourth-year student competence was descriptive within the context of primary patient care. The description of competency contributed to the establishment of parameters applied to the rubric.;Student self-assessments were taken twice; initially at the beginning of the clinical rotation, and again at the end of the rotation as a post-clinical assessment. The faculty instructor provided a comparison post-clinical assessment to serve as an authentication of the reliability of the instrument.;Overall, students qualified themselves to be "Fully Competent Students" at the beginning of the clinical rotation, and also at the end of the rotation. However, in the disaggregated quantified scores, the student self-assessment peaked at the highest competence level, "Among The Most Competent Students," for five descriptors of values and beliefs listed under Responsibility, Professionalism, and Interpersonal Skills. The faculty comparison assessment was in agreement with the student's qualified description as "Fully Competent Students" but did not agree with the higher quantified scores posted for values and beliefs.;The descriptive statistics of the data reflect that the mean increased between the pre-clinical (M = 8.43, SD = 1.36) and the post-clinical (M = 9.10, SD = 1.32) assessments. The comparison mean for the faculty assessment ( M = 9.01, SD = 1.52) was slightly lower than the student post-assessment.;The assessment provided evidence supporting a confidence statement that the instrument has the sensitivity to detect changes in skills, and is consistent with research validated measures of problem-solving skills. Faculty authentication provided evidence of intra-rater reliability, while statistical analysis provided evidence that a relationship appears to be present between live-patient animal instruction and the increase in problem-solving competence of fourth-year veterinary students.
机译:这项研究的目的是衡量四年级兽医学生解决问题的能力。该研究确定了两个主要目标,(a)定义四年级兽医专业学生的临床能力,(b)构建一种评估学生临床能力水平的工具。;一个教职顾问小组确定了一个发展中的三个主题临床能力的定义,(a)能力是情景性的,(b)能力是按能力描述的,(c)四年级学生能力的定义是在初级患者护理的背景下描述的。对能力的描述有助于建立适用于指标的参数。学生进行了两次自我评估;首先在临床轮换开始时进行,然后在轮换结束时再次进行临床后评估。教员提供了临床后的比较评估,以证明仪器的可靠性。总体而言,学生在临床轮训开始时以及考试结束时都将自己证明为“完全合格的学生”。回转。但是,在分类的量化分数中,学生的自我评估达到最高能力水平,即“最有能力的学生中”,这是责任,专业性和人际交往能力下列出的五个价值观和信念的描述。教师比较评估与该学生的“完全合格学生”的合格描述相符,但与张贴的关于价值观和信念的较高量化分数不符。;描述性数据统计表明,临床前的平均值在增加(M = 8.43,SD = 1.36)和临床后评估(M = 9.10,SD = 1.32)。教师评估的比较平均值(M = 9.01,SD = 1.52)略低于学生的课后评估。;评估提供的证据支持置信度说明该仪器具有检测技能变化的敏感性,并且是一致的经过研究验证的解决问题技巧的措施。教师身份验证提供了评估者内部信度的证据,而统计分析则提供了证据,表明活体动物指导和四年级兽医学生解决问题能力的提高之间存在联系。

著录项

  • 作者

    Espitia, Noberto Francisco.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Agricultural.;Biology Veterinary Science.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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