Presentation Description
Asela Olupeliyawa1
Sam Monk1, Helen Wozniak1, Anna Kull1, Christine Devine1, Christy Noble1, Kym Ward2 and Justine Gibson3
1 Academy for Medical Education, Medical School, University of Queensland
2 Medical School, University of Queensland
3 School of Veterinary Science, University of Queensland
Sam Monk1, Helen Wozniak1, Anna Kull1, Christine Devine1, Christy Noble1, Kym Ward2 and Justine Gibson3
1 Academy for Medical Education, Medical School, University of Queensland
2 Medical School, University of Queensland
3 School of Veterinary Science, University of Queensland
Background
Workplace-based assessments (WBAs) provide evidence of medical students’ clinical and non- clinical skills development in clinical settings. Learning analytics, extensively used to explore student engagement in classroom-based settings, are now emerging for WBA-related insights. Applying learning analytics in WBAs empowers educators and institutions with valuable insights to improve the learning experience through data-informed decisions.
Workplace-based assessments (WBAs) provide evidence of medical students’ clinical and non- clinical skills development in clinical settings. Learning analytics, extensively used to explore student engagement in classroom-based settings, are now emerging for WBA-related insights. Applying learning analytics in WBAs empowers educators and institutions with valuable insights to improve the learning experience through data-informed decisions.
Summary of work
In 2022, we introduced a digital platform to the Workplace Learning Portfolio (WLP), a longitudinal course where students develop their skills through regular completion of WBAs in the final two years of the 4-Year medical program. While this learning is student-led, submission targets and deadlines encourage ongoing engagement. Mid-year and end-of-year reviews assess these targets, guiding progression decisions and supporting students review their learning opportunities. We conducted an analysis of the Year 3 data set (23920 submissions, 320 students) to identify patterns of engagement and associated factors.
Results
Students with higher cumulative WBA completions show early and consistent engagement. Tracking average WBA submissions over the year revealed that students with lower prior semester GPA (<5) were slower to accumulate submissions and meet course requirements, while students with a higher GPA submitted more tasks, more frequently, and met course requirements earlier. This gap in completed tasks is visible by Week 7 of Semester 1. Placement type also matters, with students completing more WBAs during generalist placements.
Discussion and conclusion
Prior GPA and lower WBA completion may inform identification of at-risk students who require more support to transition to workplace-based learning, where deliberate practice should be promoted over just in time completion. Resources to support students as they move between diverse clinical placements may assist to manage expectations around WBA opportunities.
Take-home messages
Data-driven approaches to understand how and when students meet WBA requirements inform a more personalised approach to guiding learning in the workplace.
References (maximum three)
Wilson, K., & Lizzio, A. J. (2012) Engaging students who are at risk of academic failure: Frameworks and strategies. Invited Paper, 15th First Year in Higher Education Conference 2012, Brisbane.
Piotrkowicz, A., Wang, K., Hallam, J. et al. (2021) Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain. International Journal of Artificial Intelligence in Education, 31, 1022–1052. https://doi.org/10.1007/s40593-021- 00264-0