About this paper

Appears in:
Pages: 7911-7917
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0809

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

DO DIFFERENT INFORMATION-LEVEL RUBRICS ACCOUNT FOR DIFFERENT PEDAGOGICAL PROFIT PERCEPTION WHEN PHYSIOTHERAPY STUDENTS NEED TO DEVELOP COMPLEX MANUAL SKILLS?

Background:
After practical lessons, Physiotherapy students need support to develop manual skills.
(1) When the contents are complex and different from previous courses, self-learning becomes a challenge. To overcome this, in the course Physiotherapy in Clinical Specialities IV at the University of Valencia, lecturers developed a series of rubrics and proved that students perceived them as a pedagogically effective learning tool
(2) Since rubrics provide indicators, criteria and evidences to accomplish competences, their level of information detail may affect students´ perception of the pedagogical profit.

Purpose:
To compare Physiotherapy students´ perception of the pedagogical profit of rubrics according to their level of information detail to develop complex manual skills.

Methods:
A survey type study was performed. A 10-item questionnaire about the completeness and wealth of information and motivating mechanisms of rubrics was used (2). A total of 158 Physiotherapy students were asked to indicate their level of agreement with each item on a 5-level Likert scale, for each of the 6 rubrics developed in the practical part of the subject. Then, rubrics were grouped into a detailed information rubric (DIR) group (n=3) or a general information rubric (GIR) group (n=3). For each group of rubrics, an average score of each item and an average general score were calculated and compared.

Results:
A between-group significant difference was found for the general score, indicating that students had a better perception of the pedagogical profit of the DIR group (4.37±0.52 vs 3.96±0.68, p<0.001). Likewise, there were significant between-group differences (p<0.001) in all of the items. On average, items of the DIR group were rated higher. Scores showed the largest differences in item 1. Sections of the rubric (0.48 points), which was one of the highest rated items in the DIR group; in item 3. Format of the rubric (0.46 points), which was one of the lowest rated items in the GIR group; and in item 9. It allows me to know what I am expected to do in the exam (0.43 points), which was one of the top 3 rated items in both groups.

Conclusions:
Physiotherapy students´ perception of the pedagogical profit of rubrics was different according to their level of information detail. To develop complex manual skills, detail-information rubrics were found to be a more useful tool, especially in regard to wealth of information and motivation.

References:
[1] Sole G., Bennett T., Jaques K., Rippon R. & Van Der Meer J. (2012-13). A Student Experience of Peer Assisted Study Sessions in Physiotherapy. Journal of Peer Learning 5, 42 – 51.
[2] Ruescas-Nicolau M.A., Sánchez-Sánchez M.L., Carrasco-Fernandez J.J., Perez-Alenda S., Ezzatvar-De-Llago Y. & Cezon-Serrano N. (2016). Physiotherapy students' perception of the pedagogical value of rubrics in developing manual skills. In: Gómez Chova L., López Martínez A. & Candel Torres I. (eds.). INTED2016. 10th International Technology, Education and Development Conference. Conference Proceedings (pp. 990-997). Valencia (Spain): IATED.
@InProceedings{RUESCASNICOLAU2016DOD,
author = {Ruescas-Nicolau, M.A. and Sanchez-Sanchez, M.L. and Cez{\'{o}}n-Serrano, N. and Carrasco-Fern{\'{a}}ndez, J.J. and P{\'{e}}rez-Alenda, S. and Ezzatvar-de-Llago, Y.},
title = {DO DIFFERENT INFORMATION-LEVEL RUBRICS ACCOUNT FOR DIFFERENT PEDAGOGICAL PROFIT PERCEPTION WHEN PHYSIOTHERAPY STUDENTS NEED TO DEVELOP COMPLEX MANUAL SKILLS?},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0809},
url = {http://dx.doi.org/10.21125/iceri.2016.0809},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {7911-7917}}
TY - CONF
AU - M.A. Ruescas-Nicolau AU - M.L. Sanchez-Sanchez AU - N. Cezón-Serrano AU - J.J. Carrasco-Fernández AU - S. Pérez-Alenda AU - Y. Ezzatvar-de-Llago
TI - DO DIFFERENT INFORMATION-LEVEL RUBRICS ACCOUNT FOR DIFFERENT PEDAGOGICAL PROFIT PERCEPTION WHEN PHYSIOTHERAPY STUDENTS NEED TO DEVELOP COMPLEX MANUAL SKILLS?
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0809
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 7911
EP - 7917
ER -
M.A. Ruescas-Nicolau, M.L. Sanchez-Sanchez, N. Cezón-Serrano, J.J. Carrasco-Fernández, S. Pérez-Alenda, Y. Ezzatvar-de-Llago (2016) DO DIFFERENT INFORMATION-LEVEL RUBRICS ACCOUNT FOR DIFFERENT PEDAGOGICAL PROFIT PERCEPTION WHEN PHYSIOTHERAPY STUDENTS NEED TO DEVELOP COMPLEX MANUAL SKILLS?, ICERI2016 Proceedings, pp. 7911-7917.
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