物理治疗教育中程序技能的评估:一项使用Rasch模型的测量研究。

IF 2.1 Q1 REHABILITATION Archives of physiotherapy Pub Date : 2020-05-25 eCollection Date: 2020-01-01 DOI:10.1186/s40945-020-00080-0
Karl Martin Sattelmayer, Kavi C Jagadamma, Franziska Sattelmayer, Roger Hilfiker, Gillian Baer
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引用次数: 1

摘要

背景:程序性技能是培养未来物理治疗师的关键要素。程序性技能与获得适当的运动技能有关,这使得临床程序能够安全地应用于患者。为了评估物理治疗教育中的程序技能,需要有效的评估工具。最近开发了物理治疗教育程序技能评估(APSPT)工具。本研究的总体目的是建立APSPT的结构效度。为了做到这一点,我们检查了以下目标:i) APSPT项目与Rasch模型的拟合,ii)总体得分与Rasch模型的拟合,iii)每个测试项目的难度以及iv)个别测试项目的难度水平是否涵盖了注册前物理治疗教育学生的整个能力谱。方法:本观察性横断面测量特性研究采用方便样本69名HES-SO Valais-Wallis物理治疗本科预注册学生。参与者被要求在一个模拟病人身上执行一个任务程序。应用APSPT对其性能进行评价。采用条件最大似然方法估计了多分项回答的部分信用模型的参数。评估了项目拟合、阈值排序、目标和Rasch模型的拟合优度。结果:项目拟合统计显示,APSPT中有25个项目符合Rasch模型。项目阈值没有出现紊乱,APSPT的目标足以衡量被试的能力。证实无量纲性和亚群同质性。结论:本研究为APSPT的结构效度提供了证据。APSPT的无维度性被证实,因此提供了物理治疗教育中程序技能的潜在维度由几个子类别组成的证据。然而,考虑到样本量小,结果应该谨慎解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The assessment of procedural skills in physiotherapy education: a measurement study using the Rasch model.

Background: Procedural skills are a key element in the training of future physiotherapists. Procedural skills relate to the acquisition of appropriate motor skills, which allow the safe application of clinical procedures to patients. In order to evaluate procedural skills in physiotherapy education validated assessment instruments are required. Recently the assessment of procedural skills in physiotherapy education (APSPT) tool was developed. The overall aim of this study was to establish the structural validity of the APSPT. In order to do this the following objectives were examined: i) the fit of the items of APSPT to the Rasch-model, ii) the fit of the overall score to the Rasch model, iii) the difficulty of each test item and iv) whether the difficulty levels of the individual test items cover the whole capacity spectrum of students in pre-registration physiotherapy education.

Methods: For this observational cross-sectional measurement properties study a convenience sample of 69 undergraduate pre-registration physiotherapy students of the HES-SO Valais-Wallis was recruited. Participants were instructed to perform a task procedure on a simulated patient. The performance was evaluated with the APSPT. A conditional maximum likelihood approach was used to estimate the parameters of a partial credit model for polytomous item responses. Item fit, ordering of thresholds, targeting and goodness of fit to the Rasch model was assessed.

Results: Item fit statistics showed that 25 items of the APSPT showed adequate fit to the Rasch model. Disordering of item thresholds did not occur and the targeting of the APSPT was adequate to measure the abilities of the included participants. Undimensionality and subgroup homogeneity were confirmed.

Conclusion: This study presented evidence for the structural validity of the APSPT. Undimensionality of the APSPT was confirmed and therefore presents evidence that the latent dimension of procedural skills in physiotherapy education consists of several subcategories. However, the results should be interpreted with caution given the small sample size.

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