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https://www.selleckchem.com/products/ad80.html Grading rubrics used in the assessment of physical therapy students' clinical skills should be developed in a method that promotes validity. This study applied a systematic approach to the development of rubrics to assess student performance within a Doctor of Physical Therapy curriculum. Ten faculty participated. Checklist-style rubrics covering four clinical skills were developed using a five-step process 1) evidence-based rubric item development; 2) multiple Delphi review rounds to achieve consensus on item content; 3) pilot testing and formatting of rubrics; 4) final Delphi review; 5) weighting of rubric sections. Consensus in the Delphi review was defined as ≥75% of participants rate each item Agree/Strongly Agree in two consecutive rounds, no statistically significant difference between Likert ratings on the final two rounds for each item using the Wilcoxon signed-rank test (p>0.05), and a reduction in participant comments between the first and last rounds. All rubric items achieved consensus with 100% agreement, no statistically significant difference between the two final sets of ratings (p=0.102 to 1.000), and a decrease in the number of comments from 81 in Round 1 to 21 in Round 5. This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies. This method of rubric development resulted in rubrics with validity, acceptability, and time efficiencies. To assess students' perception for critical care training during respiratory care hospital placements. Cross-sectional descriptive design survey, about demographics, perceptions for involvement in caring for critical patients, and the perceived improvement in knowledge, skills, and confidence during hospital placement. Of the 80 students placed for hospital respiratory care training, 61 completed the study. Thirty-seven of the responders were males (60%). Forty-nine students (80%) agreed on the usefulness of the placements

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