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Presentation Description
Jessica Bellamy1
1 University of Wollongong
1 University of Wollongong
Background:
In 2019, national Exercise & Sports Science Australia (ESSA) accreditation updates required the inclusion (and assessment) of all Exercise Physiology students’ competence to construct and deliver Functional Capacity Evaluations (FCE) for injured workers within the NSW workers compensation scheme.
In 2019, national Exercise & Sports Science Australia (ESSA) accreditation updates required the inclusion (and assessment) of all Exercise Physiology students’ competence to construct and deliver Functional Capacity Evaluations (FCE) for injured workers within the NSW workers compensation scheme.
Summary of work:
I drew on my 10 years of industry experience, combined with my teaching philosophy that emphasises student development of ‘real-life clinical skills’ to develop an applied work-integrated learning (WIL) assessment task. Utilising constructive alignment principles (Biggs & Tang 2015), the scaffolded learning supporting this task incorporated multiple learning modalities including online asynchronous interactive theoretical content, WIL case-studies and practical, before completion and submission of an individual FCE report.
I drew on my 10 years of industry experience, combined with my teaching philosophy that emphasises student development of ‘real-life clinical skills’ to develop an applied work-integrated learning (WIL) assessment task. Utilising constructive alignment principles (Biggs & Tang 2015), the scaffolded learning supporting this task incorporated multiple learning modalities including online asynchronous interactive theoretical content, WIL case-studies and practical, before completion and submission of an individual FCE report.
Results:
Five iterations of this assessment task have allowed >300 Exercise Physiology students to obtain essential ESSA accreditation and work within the NSW workers compensation scheme. The approach has been peer-reviewed by academics, industry partners, students and ESSA, each recognising the authentic learning opportunities and relevance to clinical skills. Utilising the Perceived Utility of Learning Activities Scale (PULAS), this assessment task and associated learning significantly increased (p<.0001) student understanding of FCEs.
Five iterations of this assessment task have allowed >300 Exercise Physiology students to obtain essential ESSA accreditation and work within the NSW workers compensation scheme. The approach has been peer-reviewed by academics, industry partners, students and ESSA, each recognising the authentic learning opportunities and relevance to clinical skills. Utilising the Perceived Utility of Learning Activities Scale (PULAS), this assessment task and associated learning significantly increased (p<.0001) student understanding of FCEs.
Discussion:
Small changes have been made based on student feedback, grade distribution and self-reflection, resulting in a greater focus on integrating transition (Kift 2015) and translation (Leggat et.al., 2021) pedagogy. Modifications include: incorporation of a WIL video and 3hr practical before submission of the FCE report.
Small changes have been made based on student feedback, grade distribution and self-reflection, resulting in a greater focus on integrating transition (Kift 2015) and translation (Leggat et.al., 2021) pedagogy. Modifications include: incorporation of a WIL video and 3hr practical before submission of the FCE report.
Conclusions:
This assessment task and associated learning has resulted student competency to complete FCEs, providing >30 graduating students with employment within the workplace rehabilitation sector.
This assessment task and associated learning has resulted student competency to complete FCEs, providing >30 graduating students with employment within the workplace rehabilitation sector.
Take home messages:
- While professional standards drive learning outcomes, I encourage educators to consider how they can implement authentic and meaningful tasks.
- Scaffolding learning through inclusion of WIL may assist students transition from theory to practice.
- Reflect and receive feedback from multiple sources in order to ‘improve’ learning experiences.
References (maximum three)
- Biggs J., & Tang C. (2015). Constructive alignment: An outcomes-based approach to teaching anatomy. In: Chan, L., Pawlina W. (Eds). Teaching Anatomy. Springer.
- Kift S. (2015). A decade of transition pedagogy: a quantum leap in conceptualising the first-year experience. Nursing & Health Sciences, 4(4), 201-208.
- Leggat F., Wadey R., Day M.C., Winter S., & Saunders P. (2021). Bridging the know- do gap using integrated knowledge translation and qualitative inquiry: a narrative review. Qualitative Research in Sport, Exercise and Health, 1, 1-4.