Introduction: Compulsory and professional apprenticeship contributes to the development of professional skills, diagnostic reasoning and critical thinking of future health professionals. The need to assess the effectiveness and sensitivity of a complex and targeted assessment system derives from the fact that one third of the university training credits allocated each year in the degree courses of the healthcare professions is allocated to this type of placement. This context has stimulated the interest in pursuing further in-depth studies on the creation, revision and implementation of the new apprenticeship assessment form introduced by the Degree Course in Social Health Education in Padua, created to respond to the need to adopt a summative evaluation approach. Objective: The main objective is to assess the correlation existing between the scores assigned through the new assessment form of the Degree Course in Social Health Education of the University of Padua, filled out by 23 Apprenticeship Guides and 23 students, who participated in the pilot study. A secondary objective is to assess whether there is concordance between the data coming from the form filled out by the Guide, the one filled out by the students and the grade awarded in the apprenticeship examination. As a complement and to contextualize the topic of apprenticeship assessment in the national panorama, a survey was carried out to find out the methods in use in Social Health Education Degree Courses at Italian universities. Materials and Methods: The literature review was performed using official databases and university websites. An online questionnaire was designed and sent to Course Coordinators in Social Health Education of 17 Italian universities. The data derived from the 23 forms filled out by the Guides and the 23 forms filled out by the trainees were analyzed. The quantitative data were collected and analyzed using an Excel spreadsheet, while the qualitative data through the formulation of categories grouping the macro-themes in a single table. Results: A total of 40 texts, 20 websites and 4 regulatory laws were consulted. For the national survey, the response rate of the questionnaire was 38.9%. The analysis of the correlation coefficient and the statistical t-test showed no significant discrepancies between the two measurements. Furthermore, the analyses did not reveal any statistically significant differences in the specific items of the evaluation forms between the self-assessments and the Guide assessments. A subset of 32 participants completed the qualitative section of the forms. The analysis of these responses allowed the identification of five specific categories. Most of the comments focused on highlighting the strengths observed. Discussion: The national research was limited by the small number of responses obtained, preventing complete generalization. However, the data that emerged are set out to offer relevant indications regarding the search for common strategies and the characteristics of the tools used. From the pilot study, agreement was observed between the self-assessments and Guide ratings. The analysis of any discrepancies is of considerable importance in order to deepen students' self-perception and to help delineate their awareness of their achievements. Furthermore, this analysis is an effective communication tool and fosters the development of interpersonal relationships. The integration of quantitative and qualitative aspects in the assessment allows all relevant elements to be fully captured. Conclusion: This study emphasizes the importance of developing shared tools for planning and evaluation, aiming at continuous improvement. Although the study is not exhaustive, it can contribute to reflect on the discussed topic.
Introduzione: Il tirocinio obbligatorio e professionalizzante contribuisce allo sviluppo di abilità professionali, ragionamento diagnostico e pensiero critico dei futuri professionisti sanitari. La necessità di valutare l'efficacia e la sensibilità di un sistema di valutazione complesso e mirato deriva dal fatto che un terzo dei crediti formativi universitari assegnati ogni anno nei CdL delle professioni sanitarie è destinato al tirocinio. Questo contesto ha stimolato l’interesse nel perseguire ulteriori approfondimenti sulla creazione, revisione e implementazione della nuova scheda di valutazione del tirocinio introdotta dal CdL in Educazione professionale di Padova, realizzata per rispondere alla necessità di adottare un approccio valutativo di tipo sommativo. Obiettivo: Obiettivo principale è valutare la correlazione esistente tra i punteggi assegnati mediante la nuova scheda di valutazione del CdL in Educazione professionale dell'Università di Padova, compilata da 23 Guide di tirocinio e da 23 studenti, che hanno partecipato allo studio pilota. Obiettivo secondario è valutare se esiste concordanza tra i dati provenienti dalla scheda compilata dalla Guida, quella compilata dagli studenti e il voto assegnato all’esame di tirocinio. Ad integrazione e per contestualizzare nel panorama nazionale il tema valutazione del tirocinio è stata svolta un’indagine per conoscere le modalità in uso nei CdL in Educazione Professionale presso gli atenei italiani. Materiali e Metodi: La revisione della letteratura è stata eseguita utilizzando banche dati ufficiali e i siti web delle Università. È stato progettato un questionario online inviato ai Coordinatori del corso in Educazione professionale presenti in 17 Atenei italiani. I dati derivati dalle 23 schede compilate dalle Guide e dalle 23 schede compilate dai tirocinanti sono stati analizzati. I dati quantitativi raccolti e analizzati con Foglio Excel, i dati qualitativi attraverso la formulazione di categorie, raggruppamento dei macro-temi in un'unica tabella. Risultati: Sono stati consultati un totale di 40 testi, 20 siti web e 4 leggi normative. Per l’indagine nazionale il tasso di risposta del questionario è stato del 38,9%. Dall'analisi del coefficiente di correlazione e del test t statistico non sono emerse discrepanze significative tra le due misurazioni. Inoltre, le analisi non hanno evidenziato differenze statisticamente significative nei singoli item specifici delle schede di valutazione tra le autovalutazioni e le valutazioni delle Guide. Un sottoinsieme di 32 partecipanti ha completato la sezione qualitativa delle schede. L'analisi di queste risposte ha consentito l'identificazione di 5 categorie specifiche. La maggior parte dei commenti si è concentrata sulla valorizzazione dei punti di forza osservati. Discussione: La ricerca nazionale è stata limitata dal numero ridotto di risposte ottenute, impedendo una completa generalizzazione. Tuttavia, i dati emersi sono esposti per offrire indicazioni rilevanti relative alla ricerca di strategie comuni e alle caratteristiche degli strumenti utilizzati. Dallo studio pilota si è osservato un accordo tra le autovalutazioni e le valutazioni delle Guide. L'analisi di eventuali discrepanze è di notevole importanza per approfondire la percezione che gli studenti hanno di se stessi, contribuendo a delineare la loro consapevolezza dei risultati conseguiti. Inoltre, questa analisi costituisce un efficace strumento di comunicazione e favorisce lo sviluppo di relazioni interpersonali. L'integrazione di aspetti quantitativi e qualitativi nella valutazione consente di catturare in modo completo tutti gli elementi rilevanti. Conclusione: Questo studio sottolinea l'importanza di sviluppare strumenti condivisi per la progettazione e la valutazione, mirando al miglioramento continuo. Nonostante non sia esaustivo, lo studio può essere considerato un contributo di riflessione sulle tematiche descritte.
Studio esplorativo della nuova scheda di valutazione del tirocinio professionalizzante del Corso di Laurea in Educazione professionale dell'Università di Padova
FUGA, MARINA
2022/2023
Abstract
Introduction: Compulsory and professional apprenticeship contributes to the development of professional skills, diagnostic reasoning and critical thinking of future health professionals. The need to assess the effectiveness and sensitivity of a complex and targeted assessment system derives from the fact that one third of the university training credits allocated each year in the degree courses of the healthcare professions is allocated to this type of placement. This context has stimulated the interest in pursuing further in-depth studies on the creation, revision and implementation of the new apprenticeship assessment form introduced by the Degree Course in Social Health Education in Padua, created to respond to the need to adopt a summative evaluation approach. Objective: The main objective is to assess the correlation existing between the scores assigned through the new assessment form of the Degree Course in Social Health Education of the University of Padua, filled out by 23 Apprenticeship Guides and 23 students, who participated in the pilot study. A secondary objective is to assess whether there is concordance between the data coming from the form filled out by the Guide, the one filled out by the students and the grade awarded in the apprenticeship examination. As a complement and to contextualize the topic of apprenticeship assessment in the national panorama, a survey was carried out to find out the methods in use in Social Health Education Degree Courses at Italian universities. Materials and Methods: The literature review was performed using official databases and university websites. An online questionnaire was designed and sent to Course Coordinators in Social Health Education of 17 Italian universities. The data derived from the 23 forms filled out by the Guides and the 23 forms filled out by the trainees were analyzed. The quantitative data were collected and analyzed using an Excel spreadsheet, while the qualitative data through the formulation of categories grouping the macro-themes in a single table. Results: A total of 40 texts, 20 websites and 4 regulatory laws were consulted. For the national survey, the response rate of the questionnaire was 38.9%. The analysis of the correlation coefficient and the statistical t-test showed no significant discrepancies between the two measurements. Furthermore, the analyses did not reveal any statistically significant differences in the specific items of the evaluation forms between the self-assessments and the Guide assessments. A subset of 32 participants completed the qualitative section of the forms. The analysis of these responses allowed the identification of five specific categories. Most of the comments focused on highlighting the strengths observed. Discussion: The national research was limited by the small number of responses obtained, preventing complete generalization. However, the data that emerged are set out to offer relevant indications regarding the search for common strategies and the characteristics of the tools used. From the pilot study, agreement was observed between the self-assessments and Guide ratings. The analysis of any discrepancies is of considerable importance in order to deepen students' self-perception and to help delineate their awareness of their achievements. Furthermore, this analysis is an effective communication tool and fosters the development of interpersonal relationships. The integration of quantitative and qualitative aspects in the assessment allows all relevant elements to be fully captured. Conclusion: This study emphasizes the importance of developing shared tools for planning and evaluation, aiming at continuous improvement. Although the study is not exhaustive, it can contribute to reflect on the discussed topic.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/56051