Peer Learning through Observed Structured Clinical Assessment

Title

Peer learning through observed structured clinical assessment

Author(s)

Ms Annette Saunders, Mr Richard Say

Presentation Goals

Gain an insight into a strategy that improves student peer learning and mastery of clinical skills. The design of this learning strategy will be discussed and related back to the principles of HILEs in blended learning.

Subtheme

UTAS Blended Learning Model

Presentation Type

Poster

Keywords

High Impact Learning Experience, assessment, videos, rubrics, feedback, practice

Room

Stanley Burbury Lecture Theatre

Time

11.00-11.25

Abstract

The coordinators of the first year Bachelor of Nursing practice unit replaced the final exam with an innovative approach to the traditional Observed Structured Clinical Assessment (OSCA) in which nursing students were assessed on fundamental nursing skills in pairs. Students had access to videos of each of the skills and detailed rubrics based on best available evidence. They were given the opportunity to practice the skills in their pairs in tutorials and in voluntary open labs. Students were encouraged to give each other feedback whilst practicing and within the OSCA itself to foster a culture of giving and receiving constructive feedback to facilitate learning.

A survey completed by over 300 students on four campuses overwhelmingly expressed they felt that doing the OSCA in pairs enhanced confidence, reduced anxiety and encouraged them to work with others and practice the skills more. Average time spent on MyLO per student increased by over 100% from the previous year. The videos and rubrics were both located online and reflect components of a high impact learning experience (HILE) as articulated in the TILT Blended Learning Model Framework. This HILE was closely aligned with learning outcomes and prepared students for lab simulated activity and real-world settings. The requirement of students to work in pairs has engendered teamwork which is evidenced by the unprecedented attendance at voluntary open labs on four campuses to practice the skills. By collaborating with each other, students were more active and engaged in their learning.