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Title: Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics
Authors: Chong, DYK 
Tam, B 
Yau, SY 
Wong, AYL 
Issue Date: 8-Aug-2020
Source: BMC medical education, 8 Aug. 2020, v. 20, 258, p. 1-11
Abstract: Background Authentic assessment and effective feedback are among various strategies that promote learning in the assessment process. These strategies are commonly used during clinical placements. However, they are rarely implemented in the didactic portion of physiotherapy education despite the benefits this type of assessment may bring to achieving students' learning and outcome.
Methods This mixed method study investigated how an authentic continuous assessment coupled with rubrics facilitated physiotherapy students' learning process in a real-life complex skill of exercise prescription and instruction. The study also explored the relationship between different activities in the Learning Management System (LMS) and learning outcomes. Qualitative data was collected using a focus group and an analysis of discussion forum posts. Quantitative data included various information from a questionnaire, the LMS and assessment score.
Results Thematic analyses from the focus group and discussion forum posts suggest that students used a cyclical self-regulated learning process as a result of authentic task design and rubrics for feedback facilitation. Interestingly, the discussion forum access was found to be moderately and significantly correlated with assessment score by Spearman's rank correlation (rho = 0.59,p < 0.01), while the students did not find the discussion forum useful.
Conclusions Overall results suggest the promotion of self-regulated learning in this authentic continuous assessment. The roles and goals of each authentic task within the assessment should be made explicit in order to raise cognitive awareness of benefits.
Keywords: Authentic assessment
Rubrics
Physiotherapy education
Self-regulated learning
Publisher: BioMed Central
Journal: BMC medical education 
ISSN: 1472-6920
DOI: 10.1186/s12909-020-02163-9
Rights: © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
The following publication Chong, D. Y. K., Tam, B., Yau, S. Y., & Wong, A. Y. L. (2020). Learning to prescribe and instruct exercise in physiotherapy education through authentic continuous assessment and rubrics. BMC Medical Education, 20, 1-11 is available at https://dx.doi.org/10.1186/s12909-020-02163-9
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