Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding

Autor/inn/en	Stupans, Ieva; March, Geoff; Owen, Susanne M.
Titel	Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 5, S.507-519 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2012.658017
Schlagwörter	Clinical Experience; Student Placement; Improvement Programs; Educational Improvement; Scoring Rubrics; Scaffolding (Teaching Technique); Self Evaluation (Individuals); Teaching Methods; Experiential Learning; Pharmacy; Evaluation Criteria; Evaluation Methods; Task Analysis; Reflection; Transformative Learning; Health Education; Clinical Teaching (Health Professions); Educational Practices; Qualitative Research; Foreign Countries; Self Expression; Comparative Analysis; Case Studies; Allied Health Occupations Education; Australia + Suchen Sie Ihr Suchwort? Schülerpraktikum; Effizienzsteigerung; Teaching improvement; Unterrichtsentwicklung; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Apotheke; Aufgabenanalyse; Pädagogische Transformation; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Bildungspraxis; Qualitative Forschung; Ausland; Ausdruck; Case study; Fallstudie; Case Study; Australien
Abstract	Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for action requires careful scaffolding and assessment task design within university clinical placement handbooks. The purpose of this case study was to explore iterative refinement of assessment exercises within clinical placement handbook activities. Specifically, the study examined students' responses to counselling experiences in authentic pharmacy practice, with comparative analysis undertaken for the various versions of the assessment task. Results showed that provision of iteratively developed guidelines, provided to three different groups of students, to support students in the assessment task, increased the marks achieved for individual components of the assessment. The results provide insight into how the design of these types of assessment exercises can be improved. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10