Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8972
Title: Australian pharmacy programme experiential placements: comprehensive planning for assessment and evaluation
Contributor(s): Owen, Susanne (author); Stupans, Ieva  (author)
Publication Date: 2009
DOI: 10.1080/02602930802255154
Handle Link: https://hdl.handle.net/1959.11/8972
Abstract: Experiential placements are increasingly recognised as an essential component of university programmes, providing students with real‐world contexts to apply their knowledge and to develop practical skills and personal attributes. In Australia, professions such as pharmacy have traditionally developed experiential placement programmes within state and territory regulatory requirements and situations. The evolution of national competency and accreditation frameworks provide opportunities for collaborative approaches, including consideration of experiential placements. A research study was conducted in 2007 using Australian Government Carrick Institute funding to map experiential placements across Australian pharmacy programmes. Based on university interviews and programme mapping, consultations with over 250 participants and handbook analysis, various structures and approaches for university experiential placements were evident. In relation to learning and assessment tasks, some universities use some elements of planning process. In these, objectives are linked to pre‐placement preparatory and placement learning tasks and there are opportunities for student negotiation of assessment tasks and criteria. However, in relation to assessment and explicit criteria, links to the competencies of the profession and to more generic skills were generally vague. While student evaluations of experiential placement programmes were usually evident, a systematic evaluation process involving various stakeholders including transparent processes and feedback regarding the impact on future programme planning was not present. This study highlights the importance of comprehensive planning and scaffolding of learning related to competency and other outcomes, including relevant assessment tasks and explicit criteria based on graduated descriptors during experiential placements.
Publication Type: Journal Article
Source of Publication: Assessment & Evaluation in Higher Education, 34(5), p. 579-594
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-297X
0260-2938
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
Statistics to Oct 2018: Visitors: 106
Views: 108
Downloads: 0
Appears in Collections:Journal Article
School of Science and Technology

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

SCOPUSTM   
Citations

9
checked on Nov 30, 2018

Page view(s)

88
checked on Dec 29, 2018
Google Media

Google ScholarTM

Check

Altmetric


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.