Assessing Clinical Learners

This subject has the following teaching availabilities in 2016:

Participants may select either a standard or an intensive mode of study (contact hours are the same for both modes):

Standard mode

: teaching of semester subjects is spread across the semester.

Intensive mode

: teaching of semester subjects is offered in one intensive week.

Participants can also choose between a full-load or half-load study options:

Full-load option:

Participants will complete two subjects per semester, attending four full-day seminars (8.30 am - 5.00 pm) for each subject.

Half-load option:

Participants may apply to undertake just one subject per semester and thus complete the Graduate Certificate over two years.

170 hours per 12.5 credit point subject

To enrol in this subject, you must be admitted in GC-CLINTCH, GD-CLINED, MC-CLINED. This subject is not available for students admitted in any other courses.

It is recommended that participants have some experience of teaching in healthcare settings and they are required to have spent at least three years in clinical practice.

Nil

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with the Student Equity and Disability Support Team: http://www.services.unimelb.edu.au/disability/

One of the key roles of the clinical teacher is to reliably assess their learners’ knowledge, skills and performance to decide whether they have achieved competence in the area of instruction. This is not just important for appropriate academic achievement and progression, but to ensure that learners are being appropriately certified as safe and competent health professionals. This subject introduces participants to the current and emerging theories underpinning valid and reliable assessment of clinical learners and provides opportunities to develop and implement clinical assessment items, as well as practical experience in assessment.

In recognition of clinicians’ work patterns, there will be four contact half-days per semester (shared equally with the co-requisite subject). Each half-day will comprise a 1 hour lecture, a 1 hour seminar, and 2 hours of small group work (or visits to a nearby clinical teaching facility or simulation centre). An intensive option might appeal to clinicians requiring greater flexibility.

By completing this subject, participants should:

• understand the main theories on which assessments of clinical learners are based;
• be aware of the different formats of clinical learner assessment and the roles, strengths and limitations of each;
• know how to assess learners in simulated clinical environments;
• know how to perform workplace-based assessments;
• understand the purposes of different assessment formats;
• be able to use evidence in setting standards and determining competence.

• Mid semeser (40%): A folio of sample assessment items or tasks (with marking guides) (2500 words)
• End semester (30%): A critical analysis of a key issue concerning the examination of performance of clinical learners (1000-1500 words)
• End semester (30%): A reflective written assessment on workplace-based assessments, from the perspective of an examiner and/or observer (1000-1500 words)

None

This subject is not available as a breadth subject.

After completing this subject, participants should be able to:

• apply theories and principles to specific clinical education contexts;
• access and use relevant research literature;
• identify best practice in the assessment of clinical learners;
• demonstrate understanding of the subject in concise oral and written formats.