Use of technology to enhance student self evaluation and the value of feedback on teaching

Rosemary Corrigan, Gregory Hardham

Research output: Contribution to journalArticle

1 Citation (Scopus)
19 Downloads (Pure)

Abstract

Background: Assessment using case based practical exams that require demonstration of clinical practice skills and articulation of clinical reasoning is commonly used in undergraduate allied health and nursing professions. However, the student often struggles in understanding and evaluating their performance of practical skills in preparation for summative practical assessment tasks. The fear of attempting and completing practical tasks does not contribute to learning. Any means of encouraging self evaluation, reflection and facilitating learning that is driven by the learner and not the assessor will contribute to the performance of the student in the short term and the practitioner in the future. Aims: This project used a mixed-methodological approach to explore the use of audio-visual technology to enhance 61 undergraduate physiotherapy students' practice of self evaluation and then sought to explore and understand the student experience of the activity and the teacher feedback provided. Findings: Themes relating to the students concerns, strengths and levels of self-confidence were identified. Reflection on the student feedback provided and the implications for teaching are also discussed.
Original languageEnglish
Pages (from-to)579-590
Number of pages12
JournalInternational Journal of Therapy and Rehabilitation
Volume18
Issue number10
Publication statusPublished - Oct 2011

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Diagnostic Self Evaluation
Teaching
Students
Technology
Learning
Health Occupations
Clinical Competence
Fear
Nursing

Cite this

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Use of technology to enhance student self evaluation and the value of feedback on teaching. / Corrigan, Rosemary; Hardham, Gregory.

In: International Journal of Therapy and Rehabilitation, Vol. 18, No. 10, 10.2011, p. 579-590.

Research output: Contribution to journalArticle

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AU - Hardham, Gregory

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