Presentation Description
Caroline Wright1
Dragan Ilic1, Marcelo Maghidman1, Liesl Heinrich1, Kirsten Schliephake1 and Marilyn Baird1
1 Monash University
Dragan Ilic1, Marcelo Maghidman1, Liesl Heinrich1, Kirsten Schliephake1 and Marilyn Baird1
1 Monash University
Background:
An online case-based assessment program, integrating Science And Practice (iSAP) has been developed to evaluate critical thinking and use of science to inform professional judgements.(1)
An online case-based assessment program, integrating Science And Practice (iSAP) has been developed to evaluate critical thinking and use of science to inform professional judgements.(1)
The study aimed to explore student experiences of iSAP assessment. Final year students, enrolled in a range of health professions courses were invited to participate in an anonymous online survey. Questions with Likert scale responses investigated student perceptions on case authenticity, critical thinking and reflection. An open-ended question also allowed students to comment freely on their experiences. Descriptive statistics and thematic analysis were used to analyse the first round of results. The survey will remain open over the next three months and second recruitment drive will attempt to increase participation.
Results:
24 students have participated to date in the survey. 18/24 students agreed that iSAP allowed them to integrate theory and practice, 16/24 agreed that the assessment helped them develop reflective skills with 19/24 agreeing iSAP assisted in development of critical thinking skills. Preliminary analysis of qualitative comments revealed positive and negative aspects including; the usefulness of the expert response; challenges of adhering to prescribed assessment word limits; and perceived inconsistencies in expert responses causing confusion about expectations.
Discussion:
Evidence of iSAP’s usefulness in promoting critical thinking, reflection and closing the theory-practice gap has been demonstrated with albeit small participant numbers to date. The results of this survey can be used in conjunction with the university student evaluation processes in the continued enhancement of case-based assessments.
Evidence of iSAP’s usefulness in promoting critical thinking, reflection and closing the theory-practice gap has been demonstrated with albeit small participant numbers to date. The results of this survey can be used in conjunction with the university student evaluation processes in the continued enhancement of case-based assessments.
Conclusion:
The iSAP assessment approach is effective to evaluate student knowledge, reflection and analysis and it also allows students to bridge the theory-practice gap, preparing them for work-integrated learning and professional practice.
The iSAP assessment approach is effective to evaluate student knowledge, reflection and analysis and it also allows students to bridge the theory-practice gap, preparing them for work-integrated learning and professional practice.
References (maximum three)
1 Williams I, Schliephake K, Heinrich L, Baird M. Integrating science and practice (iSAP): An interactive case-based clinical decision-making radiography training program. MedEdPublish. 2017 Apr 4;6(65):65.