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Enhancing learning in clinical placements: self assessment, rubrics and scaffolding (a case study)

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Enhancing learning in clinical placements: self assessment, rubrics and scaffolding (a case study) Ieva Stupans University of New England Geoff March &Susanne Owen – PowerPoint PPT presentation

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Title: Enhancing learning in clinical placements: self assessment, rubrics and scaffolding (a case study)


1
Enhancing learning in clinical placements self
assessment, rubrics and scaffolding (a case study)
  • Ieva Stupans
  • University of New England
  • Geoff March Susanne Owen
  • University of South Australia

2
(No Transcript)
3
Australian UG pharmacy programs
  • 4 years, include clinical placements , at
    graduation not competent , require one year
    intern period and assessments etc in order to be
    registered.
  • Therefore program endpoint is not specified.
  • However program must enable student to commence
    intern period.
  • Assessments of clinical placements in pharmacy
    generally based on assessment of individual
    activities not assessment of competency as such.
  • These activities may be based around competencies

4
Competency Standards for Pharmacists in
Australia
  • Eight domains
  • Standard 1.5, element 1importance of life-long
    learning, self assessment, reflective learning

5
Learning activity based around counselling
  • Each student required to undertake counselling
    throughout the placement
  • Write a reflective piece regarding their
    improvements in counselling between the early and
    late stages of the placement

6
Learning activity based around counselling
  • Each student required to undertake counselling
    throughout the placement
  • Three iterations of the activity developed A, B,C
  • Evaluation
  • scoring of various facets
  • determining types of reflection demonstrated in
    the writing

7
How would you scaffold this activity?
  • Write a reflective piece regarding their
    improvements in counselling between the early and
    late stages of the placement

8
Scoring Understanding of role and function of
Competencies - uses competency developmental
criteria language, refers to relevant performance
criteria
C
A
Marks
9
Scoring Clear thoughtful analysis makes
connections between experiences, course material
and other relevant events (Reflection)
A
Marks
10
Examples from the qualitative analysis for
reflective writing
  • Reflective observation involving explaining
    actions
  • I became better at identifying a particular
    patients information needs. I was able to tailor
    the type and extent of information provided to
    the patient depending on the number of other
    medications and also the patients cognitive
    level

11
Examples from the qualitative analysis for
reflective writing
  • Abstract conceptualisation involving linking to
    other experiences
  • the level of support from my preceptor
    needed.... the time taken for me to provide.....
    degree of client focus also improved
  • Abstract experimentation/theory confirmation
    involving discussing future action
  • I would look up tertiary references (such as the
    Australian Medicines Handbook) for important
    counselling points

12
What were the differences between the 3
iterations?
  • A- Write a reflective piece regarding your
    improvements in counselling between the early and
    late stages of the placement
  • B- Write a reflective piece regarding your
    improvements in counselling between the early and
    late stages of the placement
  • Plus description of reflection
  • Plus graduated descriptors around competencies
  • C-Write a reflective piece regarding your
    improvements in counselling between the early and
    late stages of the placement
  • Plus description of reflection
  • Plus graduated descriptors around competencies
  • Plus rubric and specific scaffolding

13
RO-reflective observation AC-abstract
conceptualisation AE-active experimentation
CE- concrete experience
14
Reflecting and Goal Setting

1. Setting of professional goals

Reflection-for-action
Reflection-for- action
2. Evaluating strengths needs
4. Active change by experimentation and practice
5. Developing Supportive Networks
3. Planning Learning Agenda
15
Rubric Explain
  • what the most significant changes are,
  • why changes in competency skill development are
    occurring
  • describe the evidence for this change
  • describe the change you have observed in terms of
    the links to pre-placement and during placement
    support/learning materials and
  • your action for the future in further developing
    your proficiency in this skill.

16
Journey to competency
  • Criteria
  • Level of support
  • Time taken for preparing for the task
  • Time taken for doing the task
  • Clinical problem solving
  • Degree of client focus

17
Journey to Competency
  • Example
  • Focussed on self
  • Partly client focussed
  • Mostly client focussed
  • Sufficient process skills for client focus

18
Reflection- in, on, for action- Placement period B
in
19
Reflection in, on, for action- Placement period C
20
Summary
B C
Reflective observation involving explaining actions 53 37
Abstract conceptualisation involving linking to other experiences 42 42
Abstract experimentation/theory confirmation involving discussing future action 5 21
21
  • Reflection is an essential element of lifelong
    learning and professional development
  • Self assessment in itself is meaningless unless
    it leads to planning
  • Conclusion
  • Students with appropriate scaffolding can plan
    for future personal development i.e. Reflection
    for action

22
Scaffolding or Assessment ???
  • from our students point of view, assessment
    always defines the actual curriculum (Ramsden)
  • Assessment defines what students regard as
    important and how they spend their time If you
    want to change student learning then change the
    methods of assessment (Brown)
  • Assessment systems dominate what students are
    oriented towards in their learning (Gibbs)

23
Zone of Proximal Development
Learning
24
What ideas could you incorporate into students
activities?How do you prepare students to go on
placement?
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