The Use of Collaborative Testing in Entry-Level Physical Therapist Education: A Retrospective Case Report

Abstract

Background. Collaborative testing involves small groups of students working together through discussion and rationalization to answer test questions. This form of testing has been found to enrich the learning experience, facilitate questioning, discussions, and debate within groups, as well as improve student performance, learning and retention, communication, and teamwork. Despite the many reported benefits, no literature exists on the use of collaborative testing in physical therapist education. Purpose. The purpose of this retrospective case report was to highlight student performance and feedback on a collaborative, comprehensive final exam. Case Description. One cohort of entry-level physical therapist students who had participated in a two-step collaborative final exam were included. Mean values for both the individual and the collaborative exam, percent change between the individual and collaborative exam, as well as student feedback on the benefits and drawbacks were reported. Outcomes. Exam performance increased for all students from the individual exam to the collaborative exam with a mean percent change of 12%. Students reported benefits such as the facilitation of valuable discussions, reinforcement of content, facilitation of critical thinking, insight into test-taking strategy, and reduced stress. Drawbacks included feelings of uncertainty on the accuracy of group discussions and answer selection, the lack of equitable contributions between group members, the time commitment required to take a collaborative exam, and increased stress. Conclusions. Collaborative testing should be considered as an assessment strategy within physical therapist education. Future research should focus on the effectiveness of collaborative assessment, including learning, retention, and critical thinking.