Presentation Description
Helen Wozniak1
Justine Gibson2, Christy Noble1, Christine Devine1, Shari Bowker3 and Anna Kull1
1 Academy for Medical Education, Medical School, The University of Queensland
2 School of Veterinary Science, The University of Queensland
3 Institute for Teaching and Learning Innovation (ITaLI) The University of Queensland.
Justine Gibson2, Christy Noble1, Christine Devine1, Shari Bowker3 and Anna Kull1
1 Academy for Medical Education, Medical School, The University of Queensland
2 School of Veterinary Science, The University of Queensland
3 Institute for Teaching and Learning Innovation (ITaLI) The University of Queensland.
Background
Learning in the workplace is complex (1). Learners must adapt swiftly to the challenging environment, maximize learning opportunities, and seek actionable feedback from various health professionals as they complete their work-based assessments (WBAs).
Summary of work
A collaborative co-design project at The University of Queensland involving diverse fields (Medicine, Veterinary Science, Learning Analytics, eLearning Design) is reimagining WBAs for workplace learning, harnessing expertise from key stakeholders (assessment leaders, clinical staff, and student partners representing urban, rural, and international cohorts). Co- design, from the human-centred design technology space, involves stakeholders having a ‘seat at the table’ so their collective creativity actively guides design decisions (2).
Results
Thematic analysis of co-design session recordings, transcripts and co-created artefacts revealed two outcomes: firstly design parameters for creating whole-of-cohort and individual digital dashboards for learners to monitor feedback and longitudinal WBA progress; and secondly a framework for optimising workplace learning considering socio-cultural and contextual factors (3). Strategies for learners and supervisors were identified to enhance WBA experiences prior to and during workplace learning, including options for initiating WBAs, gaining actionable feedback, and guiding learner-centred progress reviews.
Discussion
The co-design process integrated varied stakeholder perspectives to identify WBA engagement factors. This collaborative approach foregrounds the role of the learner and supervisor whist being cognisant of the university and workplace culture. It also illuminates how to embed technological options to support learning and ongoing monitoring of progress.
Conclusion
Involving stakeholders in the co-design process provides an essential lens to ensure that the rhythm and flow of the workplace culture informs strategies for optimizing the learning value of WBAs and utilisation of information from digital dashboards.
Take-home messages
Understanding workplace learning and assessment requires ongoing inclusion of all stakeholder viewpoints from design to implementation in the assessment lifecycle.
References (maximum three)
- Billett S. Learning through health care work: premises, contributions and practices. Medical Education. 2016;50(1):124-31.
- Treasure-Jones T, Dent-Spargo R, Dharmaratne S. How do students want their workplace-based feedback visualized in order to support self-regulated learning? Initial results & reflections from a co-design study in medical education. In: 13th European Conference on Technology Enhanced Learning (EC-TEL 2018), 2018: p. 1-14.
- Martin L, Blissett S, Johnston B, Tsang M, Gauthier S, Ahmed Z, et al. How workplace‐based assessments guide learning in postgraduate education: A scoping review. Medical Education. 2023;57(5):394–405.