Ok guys, so for further analysis, I spoke to the previous module co-ordinator to hear her thoughts and a colleague from the learning technologies department, about this idea. It was very positively received and they felt comfortable with the following:
1) Second year students will upload a video of themslves performing a subjective interview with a classmate.
2) Paper based clinical scenarios will be given to aid the discussion
3) Students are provided a link to upload videos to a Google account
4) Final year students can access a particular video using the "Workshop tool" on Sunlearn
5) Final year students are provided with a marking template
6) A postgraduate student (most likely Masters level) can be asked to be moderator. Thus reviewing all scripts for fairness, etc.
7) The module co-ordinator randomly selects (I will review policy to see if number stipulated) as a final quality control process
What I must still do as part of the Design and working toward Development phase:
- Look specifically at literature about practising interviews outside the clinical area, whether this is indeed transferable when the student enters the clinical area. Any recommendations from these studies that I can incorporate?
- Discuss the formative versus summative assessment options with the Undergraduate Chair
- Look at the logistics of the timing of this component within the timeline when the module is operational
- Speak to the current module co-ordinator to gain her views
- I am still missing the student voice. How to best incorporate this?
Very interesting idea Petula. I am also quite interested in the integration of peer assessment in our work as lecturers. I found a list of interesting topics in this subject too at:
ReplyDeletehttp://www.tandfonline.com/doi/abs/10.1080/00405840802577569.
As you have suggested, using it to assess clinical competency is tricky given that most undergraduates are more familiar with academic tasks rather than the professional ones.
It is nice to involve final year students and postgraduate to assist faculty in the whole design. This could greatly reduce faculty load that is already heavy in most of our schools.
I like the simplicity of your idea. I guess as part of your analysis you will have to 'determine' whether the final year students and postgraduate have ever carried out an assessment before (similar to what you are asking them to do). And if so, how comfortable and competent are they. I suspect a bit of training will be required.
ReplyDeleteVey good outline P. Point 7 - the module co-ordinator randomly selects: does this refer to the students that will be selected to interview each other? I like that you have already aligned the learning outcomes to the technology that will be incorporated.
ReplyDeleteHi Liezel, yes the module co-ordinator can assign the 2nd year student to their 4th year peer. But also when all the videos have been assessed by the postgraduate student, the module co-ordinator can do a final review, but only of a random selection of the interviews already marked. I would see this as a moderation/ quality control process. I hope that makes sense... ;)
DeleteHi all, thank you for your comments. Kefa, yes I am looking at the feasibility of peer assessment to specifically tackle the issue of time (resources) it takes faculty to do this process. And as mentioned, to look at the development of the final year student to broaden their skill set as mentors.
ReplyDeleteEnoch, you are also right. I was thinking that I would have an introductory session with the final year student and possibly the postgraduate student to discuss expectations. I am also considering that one of the learning tasks for the second year student in the module would be a clinical visit, shadowing a final year student and the final year student would observe an interview in the clinical setting and sign the student form as "completed". Thus this training that has been given is used on two occasions which would offload faculty. Also, I will actively involve the postgraduate student when the interviews are "practised" in class. I am still considering the stakes/ weighting of this task.
I like how you are weighing up all the pros and cons of your project, Petula. I think it is a good idea to get the PG student involved in the teaching of interviewing skills. This will ensure continuity as well as put the students at ease. Regarding the student voice, I would actually ask a few students open ended questions about your idea. Just ask their opinion.
Deletelove your idea, we did this in our first year of pa school. formative assessments early on and frequently would be great to help students and osce i would vote for summative. just my opinion. love your idea and students do not get enough feedback on their clinical interview skills, i am in the clinical setting with students and i definitely think this is an area of weakness
ReplyDeletemarie
Thank you Marie. Yes, I think there is value to this idea. I'm just sifting through the options of how to best make sure it all fits together to still support the learning outcome of the module.
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