Development and implementation of the Australian universities radiation therapy student clinical assessment form
| Autor: | Wendy Forrest, N Charlton, Kathryn Churcher, Caroline Wright, Pamela Rowntree, Eileen Giles, Meg Chiswell, Yobelli Jimenez, Shane E. Dempsey, Catriona Hargrave |
|---|---|
| Přispěvatelé: | Dempsey, S, Giles, E, Chiswell, M, Wright, C, Charlton, N, Rowntree, P, Forrest, W, Churcher, K, Jimenez, Y, Hargrave, C |
| Rok vydání: | 2012 |
| Předmět: |
student assessment
Medical education business.industry Project commissioning media_common.quotation_subject education Delphi method Expert consensus radiation therapy Formative assessment university assessment Summative assessment Publishing placement assessment General Earth and Planetary Sciences Quality (business) Action research business Psychology General Environmental Science media_common |
| Zdroj: | Monash University |
| ISSN: | 0033-8273 |
| DOI: | 10.1002/j.2051-3909.2012.tb00168.x |
| Popis: | Purpose: Prior to 2009, one of the problems faced by radiation therapists who supervised and assessed students on placement in Australian clinical centres, was that each of the six Australian universities where Radiation Therapy (RT) programmes were conducted used different clinical assessment and reporting criteria. This paper describes the development of a unified national clinical assessment and reporting form that was implemented nationally by all six universities in 2009. Methods: A four phase methodology was used to develop the new assessment form and user guide. Phase 1 included university consensus around domains of student practice and assessment, and alignment with national competency standards; Phase 2 was a national consensus workshop attended by radiation therapists involved in student supervision and assessment; Phase 3 was an action research re-iterative Delphi technique involving two rounds of a mail-out to gain further expert consensus; and stage 4 was national piloting of the developed assessment form. Results: The new assessment form includes five main domains of practice and 19 sub-domain criteria which students are assessed against during placement. Feedback from the pilot centre participants was positive, with the new form being assessed to be comprehensive and complemented by the accompanying user guide. Conclusion: The new assessment form has improved both the formative and summative assessment of students on placement, as well as enhancing the quality of feedback to students and the universities. The new national form has high acceptance from the Australian universities and has been subject to wide review by the profession. Refereed/Peer-reviewed |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text