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Title: Enhancing learning in clinical placements: reflective practice, self-assessment, rubrics and scaffolding
Contributor(s): Stupans, Ieva  (author); March, Geoff (author); Owen, Susanne M (author)
Publication Date: 2013
DOI: 10.1080/02602938.2012.658017
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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.
Publication Type: Journal Article
Source of Publication: Assessment & Evaluation in Higher Education, 38(5), p. 507-519
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-297X
Field of Research (FOR): 119999 Medical and Health Sciences not elsewhere classified
Socio-Economic Outcome Codes: 929999 Health not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Science and Technology

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