1 / 14

Assessing the practical/clinical skills of students:

Assessing the practical/clinical skills of students:. Presented at the RITAL Conference 2010 By: Florence Davidson, Radiography Lecturer, CPUT, GSH campus & Curriculum Officer for Radiography 7 th December 2010. Type of assessment. Simulation OSCE Clinical (practical, in the workplace).

laddie
Download Presentation

Assessing the practical/clinical skills of students:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessing the practical/clinical skills of students: Presented at the RITAL Conference 2010 By: Florence Davidson, Radiography Lecturer, CPUT, GSH campus & Curriculum Officer for Radiography 7th December 2010

  2. Type of assessment • Simulation • OSCE • Clinical (practical, in the workplace)

  3. Contents: • Presentation: (15 minutes) • Defining “clinical competence” • Types of instruments used for assessing competence • Drafting criteria for rating a clinical skill • Aspects of defining “performance” • Additional considerations • Round table discussion: (30 minutes)

  4. Fitness for purpose: focuses on the immediate requirements of the workplace Fitness for award: focuses on the educational preparation of the graduate Fitness for practice: focuses on the legal aspects of the individual practitioner’s capabilities A model of competence CPUT GRADUATE A model of competence (Williams and Berry, 1999)

  5. Defining clinical competence • KEY: • Novice: 1st time in clinical, • no experience. • Advanced beginner: some • clinical exposure, but unable • to adapt to different • situations. • Competent performer: • typically at the end of training/ • mentoring, able to cope, ready • registration. • Proficient performer: has • experience to modify their • response. • Expert: has an intuitive grasp, • can “hone in” on the problem. The Dreyfus and Dreyfus model of skill acquisition (adapted from described Benner (2001.)

  6. Practice domains and assessment KEY: Observable Practice • OP: what the HCP is observed doing in practice • * PP: what the HCP • does not ordinarily • do (?specialties, • ? extended scope), but there may be reasonable expectation • PF: holistic practice • encompassing all the above as well as key competencies Assessment practices Potential practice Professional field Adapted from Melnick et al (2002)

  7. “Technical ability” Global Rating scales Procedural checklists

  8. Instruments for assessing “technical” skills: 1. Structured Technical Skills Assessment Form (STSAF)

  9. Instruments for assessing “technical” skills: 2. Global Rating Scales (GRS): Variable 1 2 3 4 5

  10. Drafting criteria for rating a clinical skill (STSAF)

  11. Inter-rater reliability Construct validity Essential elements in the construction of the instrument 3rd year: 88% 1st year: 42% 2nd year: 63% 10/10 10/10 10/10 10/10 10/10 10/10

  12. Essential elements in the construction of the instrument Aspects of “performance” • Observable -(things you can see, hear or feel someone do); • Essential – not simply desirable, or characteristics of an excellent performance, but necessary in order to be acceptably safe, effective and/or efficient; • Directly related to this skill; • Likely to be called for under most (routine) circumstances when this skill is employed (Watts, N: 1990)

  13. Other considerations: • How often we need to see a student attempt the task before we are prepared to judge their level of mastery; • What types or degrees of error would say mastery is not yet acceptable; • The importance of procedural steps v speed and smoothness; • Routine v unfamiliar situations; and • How many times until we are convinced of mastery?

  14. Discussion points • What type of instruments are you using to assess the practical competence of your students? • What aspects(technical/procedural/ professional) are you assessing?

More Related