Aim: To highlight how Learning Space can be utilised to enhance student feedback and support the translation of theory into practice. Objectives: • Explore how LS can be used to enhance student feedback • Recognise how LS can strengthen quality assurance mechanisms • Identify how LS can support academic roles in assessment • Consider how simulated practice can be linked to academic assessment Summary: This presentation will focus on how LS has enhanced education for PGDip Advanced Clinical Practice students, allowing them to translate what is learned in the clinical skills suite, into their clinical practice. Historically, OSCE marks have been recorded on paper assessment forms, double checked by the course team in terms of the calculated percentage, and students given generic feedback as well as a copy of their hand written assessment forms. OSCEs were not video recorded meaning the examiner’s word was final. Feedback from simulated patients was often ignored as this did not count towards overall marks, but provided insight on how the “patient” felt during the consultation. Feedback forms were archived with little review by faculty after the event. The use of LS has significantly transformed this process, making the whole method of assessment totally transparent for students. OSCEs are now videoed and following the event, students have access to their consultation. Alongside the video, they can see their completed typed assessment forms from both faculty and simulated patients, view how they performed in relation to others in their cohort and track their progress over time. From a faculty perspective, inter-rater reliability can be checked at the press of a button, as can SP performance. Marks from the entire cohort can be viewed on one screen, offering the opportunity to see where perhaps teaching needs to be strengthened or marking criteria needs adjusting for future use. Linking the OSCEs with a reflective assignment has allowed students to scrutinise their performance in detail, utilising data from LS to support their critique. This triangulation of student experience, video playback, comprehensive feedback, academic reflection and ranking within the cohort provides a supportive and fertile environment to initiate changes that can be sustained in practice. This has been supported by feedback from clinical managers as well as students. While it is recognised that further research is required in order to quantify the translational learning that has taken place, this is a positive step towards bridging the theory-practice gap. References McGaghie, W.C. et al (2014) A critical review of simulation-based mastery learning with translational outcomes Med Educ. 2014;48(4):375-85. Ali, F. and Manokore, V (2016). Translation of knowledge and skills from controlled learning environment to clinical practice International Journal of Nursing Education, 09749349, Jan-Mar2016, Vol. 8, Issue 1
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)