AN EDUCATIONAL EVALUATION ACTIVITY AS A SUPPORT FOR LEARNING PHYSIOTHERAPY TECHNIQUES IN UNDERGRADUATE STUDENTS

Background:
In Physiotherapy education, peer-learning is a method that can be useful in the development of manual dexterity and clinical reasoning skills and in consolidating the theoretical knowledge needed for the professional practice
(1). Likewise, the educational evaluation is considered a powerful tool. It facilitates the development of valuable skills while improving students´ level of involvement and motivation
(2). When these two approaches are put together, peer-evaluation and self-assessment become an innovative methodology. Therefore, the lecturers of the course Physiotherapy in Clinical Specialties IV at the University of Valencia conducted an activity of peer-evaluation and self-assessment in order to promote self-directed learning and provide opportunities to practice those manual skills acquired during the practical lessons.

Purpose:
To study the use of an educational evaluation activity to support the learning process of Physiotherapy techniques in undergraduate students.

Methods:
A quasi-experimental study was carried out. In the last practical lesson of the course, students were divided in groups of 3. Each student was assigned a different role (assessed student, evaluator student and patient) for each manoeuvre, assuring all of them played each role for every practical lesson revised. By using the lecturers´ rubrics, students had to individually perform self- or peer-assessment (assessed student and evaluator student + patient, respectively) and then discuss it with the assessed student. To evaluate the activity, a 31-item questionnaire about the learning process, the organization and management of the practical lesson, the students´ motivation and the competence acquition, participation and group interaction was developed. Students were asked to rate their level of agreement with each item on a 10-alternative Likert scale. Global satisfaction of students with the teaching experience was also assessed. A descriptive study of the questionnaire was performed.

Results:
One hundred fifty-five undergraduate Physiotherapy students (51% women, average age 22.5±4.1 years) participated in the experience. In general, students were satisfied with the activity (7.57 ± 1.60 point over 10). The highest rated items were: Maintenance of a responsible, respectful and positive attitude towards groupmates (8.61±1.97); Realization of learning needs regarding the maneuvers taught (8.37±2.16); Clarification of doubts (8.08±2.12) and It allowed students active participation (8.01±2.15). On the contrary, the items with the lowest scores were related to the improvement of self-esteem and self-confidence through this methodology (4.90±2.74 and 5.47±2.80, respectively) and its usefulness in opening the door to the labor world (5.62±2.52).

Conclusions:
The proposed activity made the undergraduate Physiotherapy students be an active agent in their peers and own assessment, while developing teamwork competences. They become aware of what and how they learned, which may predispose them to develop self-regulation and autonomous learning capacity.

References:
[1] Asghar A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education, 35(4), 403 - 417.
[2] Ibarra Sáiz M.S., Rodríguez Gómez G. y Gómez Ruiz M.A. (2012) La evaluación entre iguales: beneficios y estrategias para su práctica en la universidad. Revista de Educación, 359, 206-231.