1 / 9

Helen Keates School of Veterinary Science NRAVS

The Introduction of Oral Examinations to Enhance the Clinical Competence of 4th year Veterinary Science Students. Helen Keates School of Veterinary Science NRAVS. The issues…. The Veterinary Science program consists of 3 ‘preclinical’ years and two ‘clinical’ years

trixie
Download Presentation

Helen Keates School of Veterinary Science NRAVS

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. The Introduction of Oral Examinations to Enhance the Clinical Competence of 4th year Veterinary Science Students Helen Keates School of Veterinary Science NRAVS

  2. The issues… • The Veterinary Science program consists of 3 ‘preclinical’ years and two ‘clinical’ years • 5th year is mostly about putting theory into practice – applying what has been covered in the first 4 years to clinical situations • 5th year relies heavily on the students communication skills, ability to link and apply the material they have at their disposal We continue to have a small number of students entering 5th year ill-prepared – some of these have to repeat and may eventually fail to graduate. How can this be?

  3. What we think is going wrong… • Communication: - students from non-English speaking backgrounds • Cultural: - students may be unwilling to challenge/discuss - too accepting of what is ‘taught’ • ‘Assessment training’ – assessment tasks and awarding of marks in the earlier years may reward recall rather than processing /application of information

  4. To change the outcome, change the assessment! Design assessment to reward the desired behaviour

  5. New assessment task – oral/practical exam in anaesthesia at the end of 4th year Rationale: - • 1st oral exam • 5th year assessment has a large oral exam component • Student is ‘exposed’ in an oral exam – no exam ‘tricks’ • Examiner can explore the students reasoning Aims: - • Ensure students carry forward the skills/understanding developed in 4th year (no learn & flush!!) • Identify those students who may have problems in 5th year & plan remediation

  6. The exam… Students provided with 14 questions to prepare • 7 practical or recall of facts • 7 ‘thinking’ questions • 2 Q’s each, ~15 min • Q’s classified according to Bloom’s taxonomy

  7. How do we assess the assessment? • Results attained • Which Q’s better handled by students • Focus group of students • Perceptions of consultant anaesthetists in 2008 • Profession (beyond graduation)

  8. Results so far… • Results are good (too easy?) • We think we have identified students who may have problems next year – some remedial action • Focus group: - • Students prepared all questions provided • ‘invaluable experience’ ‘good preparation for 5th year’ • ‘affirming and confidence boosting’ • ‘questions need to be more searching’ • ‘improved understanding’

  9. Where to from here? 2008 • Revise and refine assessment Q’s • How can we help the students identified as having difficulties? • UQ T & L grant application to review assessment in the Vet Program as a whole Thanks to Clair Hughes (TEDI) Helen Keates School of Veterinary Science Ph 3365 3465 Email h.keates@uq.edu.au

More Related