An assessment tool to judge exercise physiology student performance in a clinical placement setting

Raymond, Jacqueline, Sealey, Rebecca, Pascoe, Deborah, Naumann, Fiona, and McAllister, Sue (2019) An assessment tool to judge exercise physiology student performance in a clinical placement setting. In: Proceedings of the Conferecne of the Australian and New Zealand Association for Health Professional Educators. pp. 47-48. From: ANZAHPE 2019: Conferecne of the Australian and New Zealand Association for Health Professional Educators, 1-4 July 2019, Canberra, ACT, Australia.

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Abstract

Introduction/background: Assessment in clinical settings has historically been problematic due to lack of standardisation and objectivity. This had led to calls to look at assessment in the clinical setting differently.

Aim/objectives: The overall aim of this research is to develop a competency assessment tool for use by clinical educators to make valid judgments of exercise physiology students' performances in clinical placement settings. This presentation reports on the design of the assessment tool and considers the features that will support quality judgments. The research question is: What are the elements required in the assessment tool that will support quality judgments?

Methods: An educational design based research model was used to design and develop the assessment tool. Focus groups exploring the continuum of competency development and the required design features, and educational theory were used to develop an initial prototype.

Results: The prototype uses a visual analogue scale to record judgments of student performance against 19 elements related to exercise physiology professional and clinical competencies. A rich description of the developmental continuum towards entry-level competence, which draws on the language used by exercise physiologists, is designed to support clinical educators to make meaning of the multiple observations they make of student performance.

Conclusions: An educational design based research model has been used to design an assessment tool prototype aimed at supporting quality judgements of student performance. The design principles generated by the focus groups and literature have led to a prototype that is less measurement focussed than traditional workplace based assessment tools.

Item ID: 60778
Item Type: Conference Item (Abstract / Summary)
ISBN: 978-0-9805787-9-9
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Date Deposited: 06 Nov 2019 00:21
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 100%
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