The Differences Between Supervisor's Evaluation and Student's self Evaluation in the Field Practice of Occupational Therapy Education

本研究は、作業療法臨床実習において指導者が判定した成績評価点に対する学生の自己評価点が経験により変化するか、また、2種類の実習方法;「積み上げ方式(ボトムアップ方式)」と「クリニカルリーズニング先行方式(トップダウン方式)」のいずれが臨床に役立つかを明らかにすることを目的とした。対象者は4年制養成課程を終えて5ケ月経過した新卒の作業療法士11名とし、アンケート郵送法による調査を実施した。 5領域の学習目標に対する実習指導者の平均評価点と学生の自己評価点の平均値は、実習終了時点においては1項目以外は有意差がなかったが、臨床経験5ケ月後には評価領域のうち知識・技術、治療計画立案、記録報告の3領域で学生の自己評価が有意に低下し、実習時の不十分さを認識する結果となった。また、トップダウン方式が臨床的有効性に直結すると評価した回答者が3分の2と多かった。Differences between Supervisor's Evaluations and Student's Sef-evaluation in the Educational Clinical-practice of Occupational Therapy The aims of this paper are to find out whether the self-evaluation of students of occupational therapy drown from his or her supervisor's grading can be altered following their experiences in the clinical practice and which of the two systems, accumulation, namely, bottom-up system or preceded by clinical reasoning, namely, top-down system is more clinically contributable. The study was carriried out by sending questionnaire to 11 occupational therapists who have finished their four-years OT educational courses five months ago. There was no significant difference between the supervisor's and the student's evaluation at the time of completion excent one item. After the five months of clinical experience, however, the student's self-evaluation lowered meaningfully in areas of knowledge, technique, planning of treatments. record-taking and preparation of reports, which suggests the insufficient practice. Besides, the two thirds of the answers indicated the top-down system is more effective for clinical area