Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients to prepare for their end of semester practical examinations. Students are assigned 6 authentic patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff, enhancing their preparedness and confidence for the end of semester examination. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to each case (Hour 2).
Details
- CLASS SIZE
- 100-500
- CLASS LEVEL
- Second year, Third year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Identity verified, Work-related, Sequence
- FEATURES
- Authentic, Online, Problem based
- TAGS
- presentation, multimodal, scaffolded, active learning, video, collaborative learning, feedback-rich, research skills, peer-led learning, analysis, critical reflection
Advantages
This assessment allows for regular feedback and provides for progressive clinical skill and clinical reasoning development through a scaffolded learning approach. Enhances student engagement and student-centred delivery through interactivity of the student cohort. Fosters practical, clinical and workforce relevant reasoning skills that contribute towards clinical placement readiness, evidence based practice and critical judgement.
Challenges
Practical examinations are time and staff intensive. Assessment weighting is summative heavy.
Tips for implementation
Disinterested students may need further encouragement for engaging in this task. Providing students with time in advance to prepare their responses and solutions and allowing input to cases through Padlet allow for students to contribute without risk that can be moderated by staff. Facilitators within tutorials should be encouraged to explore patient management options to allow students to think critically. Use of clinical video for each case increases authenticity.
How it supports academic integrity
Students complete an officially identity verified examination at the end of semester. This allows examiners to assess students clinical skills and own clinical reasoning relating to realistic patient cases.
Dr Roma Forbes
r.forbes2@uq.edu.au
Roma is a highly experienced APA titled musculoskeletal physiotherapist and Senior Lecturer in Physiotherapy at The University of Queensland. Her PhD (2017) explored the use of patient education in physiotherapy practice and investigated approaches for the effective teaching of patient education skills to health professional students. Her current research focuses on teaching and learning in the health professions, with a specific focus on graduate preparedness for clinical practice and outcomes of clinical education. This research uses several research approaches to explore graduate, educator, and employer perspectives with a focus on knowledge translation to improve clinical education capacity and outcomes. She has a strong track record of national and international collaborations in patient education practice, clinical education capacity, and physiotherapy teaching and learning. Roma is passionate about health professional education research and enhancing graduate readiness for practice. Find out more