The effects of single education session on physiotherapy students' knowledge levels and thoughts on accreditation.

Autor: Yıldırım M; Physiotherapy and Rehabilitation Department, Trakya University, Edirne, Turkey., Mehder B; Physiotherapy and Rehabilitation Department, Trakya University, Edirne, Turkey., Selçuk H; Physiotherapy and Rehabilitation Department, Trakya University, Edirne, Turkey., Salar S; Occupational Therapy Department, Trakya University, Edirne, Turkey., Keklicek H; Physiotherapy and Rehabilitation Department, Trakya University, Edirne, Turkey.
Jazyk: angličtina
Zdroj: Physiotherapy research international : the journal for researchers and clinicians in physical therapy [Physiother Res Int] 2024 Oct; Vol. 29 (4), pp. e2116.
DOI: 10.1002/pri.2116
Abstrakt: Background: and Purpose: In the global landscape, quality assurance is paramount for educational institutions to adapt and thrive. The accreditation process involves evaluating an institution's quality according to standards established by experts and officially documenting its level of quality. This study aimed to assess the impact of a single educational session on physiotherapy and rehabilitation students' awareness and understanding of accreditation processes, recognizing their vital role in quality assurance.
Methods: A pretest-posttest design was employed with 211 students from a physiotherapy and rehabilitation department. Data were collected using a questionnaire assessing demographic information, knowledge about accreditation, and thoughts regarding accreditation. The educational session focused on accreditation criteria and processes, involving presentations and interactive discussions. McNemar's analysis was used to compare the response rates given by the students pre-and post-session.
Results: Analysis after the education session revealed a significant increase in students' knowledge of accreditation concepts (p < 0.05). Positive attitudes towards accreditation were reinforced, with students recognizing its importance in education quality. Despite pre-existing positive attitudes, the educational intervention enhanced students' understanding and engagement in accreditation processes with a significant increase in three of the eight questions on thoughts about accreditation (p < 0.05).
Discussion: This study underscores the efficacy of educational interventions in fostering student engagement and awareness of accreditation. Findings suggest the need for integrating accreditation education into curricula and advocating its significance through seminars and literature support, ultimately enhancing student participation in quality assurance processes.
(© 2024 John Wiley & Sons Ltd.)
Databáze: MEDLINE
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