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KMID : 1038320190160010024
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보건의료교육평가
2019 Volume.16 No. 1 p.24 ~ p.24
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Mismatch between proposed ability concepts of Graduate Record Examination and critical thinking skills of physical therapy applicants suggested by expert panel in the United States
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Hughes Emily Shannon
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Abstract
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Purpose: The Graduate Record Exam (GRE) is a general examination predictive of success in US based graduate programs. Used to assess written, mathematical and critical thinking (CT) skills of students, the GRE is utilized for admission to approximately 85% of US Physical Therapist Education (PTE) programs. The purpose of this research is to assess if CT skills measured by the GRE match CT skills deemed, by an expert panel, as most important to assess prior to PTE.
Methods: Using a modified E-Delphi approach, a three-phase survey was distributed over 8-weeks to a panel consisting of licensed US physical therapists- experienced in the realm of critical thinking and/or PTE program directors. The CT skills isolated by the expert panel, based on Facione’s The Delphi Report were compared to the CT skills assessed by the GRE.
Results: The CT skills supported by The Delphi Report and chosen by the expert panel to assess prior to acceptance into US PTE programs included clarifying meaning, categorization and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion: The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for applicants for admission to PTE. Development of a context-based admission test where CT skills identified in this study is a key in the admissions process to predict which students will complete US PTE programs and pass licensure exam.
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KEYWORD
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Physical therapist education, Admissions, Critical Thinking, Delphi, United State
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