Razieh Mofateh - Department of Physiotherapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Neda Orakifar - Department of Physiotherapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Nasibeh Noori Mombeyni - Department of Occupational therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Shahla Zahednejad - Department of Physiotherapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Meimanat Akbari - Department of Occupational therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Mahsa Fadavighaffari - Department of Occupational therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Seifolah Jahantabi-Nejad - Department of Occupational therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

Background: There is little evidence for the effective assessment of the ethical skills and behaviors of health professional students. Therefore, this study was aimed to compare students’ performance and attitude about ethics exam between collaboration testing and written assessment.Method: In this Quasi-experimental interventional study, thirty-six fourth-year undergraduate students of physiotherapy and occupational therapy were recruited. The ethical content of the course was educated in the first semester ۱۴۰۰-۱۴۰۱. At the end of the semester, participants took the examination in a two-stage process of a descriptive question based on a clinical case. The first stage was held individually (written examination). Immediately after it, the students in groups of five discussed about the question and final responses were written on the question sheet (collaboration testing). Before beginning the examinations, three student attributes associated to the examinations were assessed using the survey, including self-efficacy, anxiety, and preparedness.Results: Self-efficacy and preparedness, and testing scores were significantly greater in collaboration testing compared to written examination. In contrast, the anxiety level was significantly lower in the collaboration testing compared to written examination.Conclusion: The present findings showed better performance and positive attitudes of students about ethics exam using collaboration testing.

Collaboration testing, Ethics, Attitude, Performance