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 University of South Australia . Australian UG pharmacy programs. - PowerPoint PPT PresentationTRANSCRIPT
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Enhancing learning in clinical placements: self assessment, rubrics and scaffolding (a case study)Ieva StupansUniversity of New England
Geoff March &Susanne OwenUniversity of South Australia
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Australian UG pharmacy programs4 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
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Competency Standards for Pharmacists in Australia
Eight domains
Standard 1.5, element 1:importance of life-long learning, self assessment, reflective learning
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Learning activity based around counsellingEach 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
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Learning activity based around counsellingEach student required to undertake
counselling throughout the placement Three iterations of the activity
developed A, B,CEvaluation
scoring of various facetsdetermining types of reflection
demonstrated in the writing
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How would you scaffold this activity?
Write a reflective piece regarding their improvements in counselling between the early and late stages of the placement
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Scoring: Understanding of role and function of Competencies - uses competency developmental criteria language, refers to relevant
performance criteria
Marks
A
C
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Scoring: Clear thoughtful analysis – makes connections between experiences, course material and other relevant events (Reflection)
Marks
A
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Examples from the qualitative analysis for reflective writing Reflective observation involving explaining
actions:“I became better at identifying a particular
patient’s 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 patient’s cognitive level”
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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”
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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 placementPlus description of reflectionPlus graduated descriptors around competencies
C-Write a reflective piece regarding your improvements in counselling between the early and late stages of the placementPlus description of reflectionPlus graduated descriptors around competenciesPlus rubric and specific scaffolding
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RO-reflective observation; AC-abstract conceptualisation; AE-active experimentation; CE- concrete experience
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1. Setting of professional
goals
5. Developing Supportive Networks
2. Evaluating strengths
& needs
3. Planning Learning Agenda
4. Active change by experimentation
and practice
Reflection-for-action
Reflection-for- action
Reflecting and Goal Setting
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Rubric: Explain (1) what the most significant changes are, (2) why changes in competency skill
development are occurring (3) describe the evidence for this change (4) describe the change you have observed in
terms of the links to pre-placement and during placement support/learning materials and
(5) your action for the future in further developing your proficiency in this skill.
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Journey to competencyCriteriaLevel of support Time taken for preparing for the
task Time taken for doing the task Clinical problem solvingDegree of client focus
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Journey to CompetencyExampleFocussed on selfPartly client focussedMostly client focussedSufficient process skills for client
focus
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Reflection- in, on, for action- Placement period B
in
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Reflection in, on, for action- Placement period C
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SummaryB 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%
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Reflection is an essential element of lifelong learning and professional development
Self assessment in itself is meaningless unless it leads to planning
ConclusionStudents with appropriate scaffolding can
plan for future personal development i.e. Reflection for action
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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)
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Learning
Zone of Proximal Development
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What ideas could you incorporate into students’
activities?
How do you prepare students to go on placement?