Simulation-based clinical assessment: Redesigning a signature assessment into a teaching strategy
PDF

Keywords

simulation
assessment for learning
assessment as learning
peer assessment

How to Cite

1.
Barr N, Readman K, Dunn P. Simulation-based clinical assessment: Redesigning a signature assessment into a teaching strategy. Australasian Journal of Paramedicine [Internet]. 2014Oct.9 [cited 2021Dec.4];11(6). Available from: https://ajp.paramedics.org/index.php/ajp/article/view/133

Abstract

Paramedics entering the professional workforce continually make judgements of their own and their peers’ performances. With little exposure to these processes, exercising these judgements is difficult. Teaching strategies that use self-assessment, peer assessment and reflective practice should improve the acquisition of clinical reasoning and application of clinical skills (1-4). However, clinical programs such as paramedic programs, present unique challenges in the development and assessment of clinical skills, because allowing undergraduate paramedic students to work with autonomy beyond their ability presents considerable risk to patient safety. The results of this pilot project indicate that changing a simulation-based clinical assessment (SCA) from a standalone assessment to a strategy encouraging student engagement through a focus on active learning rather than on passive teaching, have facilitated deeper understanding and developed desired attributes.

https://doi.org/10.33151/ajp.11.6.133
PDF

References

Alinier G. Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation. Nurse Educ Today 2003;23(6):419–26.

Earl LM. Assessment as learning: Using classroom assessment to maximise student learning. Thousand Oaks Ca: Corwin Press Inc; 2003.

Hawker JA, Walker KZ, Barrington V, Andrianopoulos N. Measuring the success of an objective structured clinical examination for dietetic students. J Hum Nutr Diet 2010;23:212–6.

Mitchell ML, Henderson A, Groves M, Dalton M, Nulty D. The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum. Nurse Educ Today 2009;29(4):398–404.

Steadman RH, Coates WC, Huang YM, et al. Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills. Crit Care Med 2006;34(1):151–7.

Readman K, Allen W. Practical planning and assessment. Melbourne: Oxford University Press; 2013.

Daniel WW. Biostatistics: A foundation for analysis in the health sciences. 9th edn. Chichester: John Wiley & Sons; 2009.

Biggs J, Tang C. Teaching for quality at university: What the student does. 3rd edn. New York: McGraw Hill; 2009.

Brown S. Assessment for learning. Learning and Teaching in Higher Education. 2004-05;(1):81–9.

Crossley J, Humphris G, Jolly B. Assessing health professionals. Med Educ 2002;36(9):800–4.

Newble D. Techniques for measuring clinical competence: objective structured clinical examinations. ibid. 2004;38(2):199–203.

Ramsden P. Learning to teach in higher education 2nd ed. London: Routledge Falmer; 2005.

Rust C. The impact of assessment on student learning: how can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education 2002;3(2):145–58.

Thorpe M. Encouraging students to reflect as part of the assignment process: student responses and tutor feedback. ibid. 2000;1(1):79–92.

Boud D. Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council, 2010.

James R. Core Principles of Effective Assessment: Australian Universities Teaching Committee, 2002. Available at: www.cshe.unimelb.edu.au/assessinglearning/.

Rushforth H. Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Educ Today 2006;27:481–90.

Harden RM. What is an OSCE. Med Teach 1988;10(1):19–22.

Miller G. The assessment of clinical skills/competence/performance. Acad Med 1990;65(S9):S63–7.