The ESSAPP study: Enhancing Student Self-Assessment on Physiotherapy Placement.

Conal McGinley, Iseult M Wilson

Research output: Contribution to journalArticle

Abstract

Physiotherapy students at the University of Ulster are assessed by practice educators when on placement in clinical settings, using the Student Progress Report (SPR), an assessment tool that includes 19 individual items for which a student receives a mark of between 0 and 10. To date, only educators complete the SPR.Aim: to determine the usefulness of completing the SPR as part of student self-assessment. Methods: an electronic survey was administered to year 3 students and their educators at baseline and at follow-upResults: Both students and educators agreed that the exercise clarified perceptions of ability, helped develop relevant action points, encouraged communication and discussion, should be encouraged for all students on all placements, and was a useful exercise.Conclusion: Involving students in self-assessment before the mid-way report provides students with a better understanding of the assessment criteria and how to develop their learning on clinical placement.
LanguageEnglish
Pages23-41
JournalPerspectives on Practice and Pedagogy
Volume5
Publication statusPublished - 2014

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self-assessment
student
educator
assessment criteria
electronics
communication

Keywords

  • self-assessment
  • physiotherapy

Cite this

@article{1e2e624a907d48e886d5f0dda06a91d7,
title = "The ESSAPP study: Enhancing Student Self-Assessment on Physiotherapy Placement.",
abstract = "Physiotherapy students at the University of Ulster are assessed by practice educators when on placement in clinical settings, using the Student Progress Report (SPR), an assessment tool that includes 19 individual items for which a student receives a mark of between 0 and 10. To date, only educators complete the SPR.Aim: to determine the usefulness of completing the SPR as part of student self-assessment. Methods: an electronic survey was administered to year 3 students and their educators at baseline and at follow-upResults: Both students and educators agreed that the exercise clarified perceptions of ability, helped develop relevant action points, encouraged communication and discussion, should be encouraged for all students on all placements, and was a useful exercise.Conclusion: Involving students in self-assessment before the mid-way report provides students with a better understanding of the assessment criteria and how to develop their learning on clinical placement.",
keywords = "self-assessment, physiotherapy",
author = "Conal McGinley and Wilson, {Iseult M}",
note = "Reference text: Chartered Society of Physiotherapy 2012,“Quality assurance standards for physiotherapy service delivery. {"} in CSP, London. Dochy, F., Segers, M. & Sluijsmans, D. 1999, {"}The use of self-, peer and co-assessment in higher education: A review. {"}, Studies in Higher Education, vol. 24, no. 3, pp. 331-350. Dornan, T. 2008, {"}Self-assessment in CPD: Lessons from the UK undergraduate and postgraduate education domains.{"}, Journal of Continuing Education in the Health Professions, vol. 28, no. 1, pp. 32-37. Eva, K.W. & Regehr, G. 2005, {"}Self-assessment in the health professions: a reformulation and research agenda. {"}, Academic Medicine, vol. 80, no. 10, pp. S46-S54. Falchikov, N. & Boud, D. 1989, {"}Student self-assessment in higher education: A meta-analysis. {"}, Review of Educational Research, vol. 59, no. 4, pp. 395-430. Ghaye, T. & Lillyman, S. 2010, Reflection: Principles and practice for healthcare professionals. , 2nd edn, Quay Books, London. Health and Care Professions Council (HCPC) 2007, Standards of proficiency, physiotherapists. , HCPC, London. Jankowska, M. 2010, {"} Concept mapping - a reflective tool in Personal Development Planning. {"}, Assessment, Teaching and Learning Journal, Leeds Metropolitan University Repostitory, vol. 10, pp. 14-17. Jasper, M. 2003, Beginning reflective practice. , Nelson Thornes. Joughin, G. 2010, {"}The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning.{"}, Assessment & Evaluation in Higher Education, vol. 35, no. 3, pp. 335-345. Kearney, S.P. & Perkins, T. 2012, {"}Improving engagement: The use of ‘Authentic Self and Peer Assessment for Learning’ to enhance the student learning experience.{"}, Assessment and Evaluation in Higher Education, [Online], . Available from: DOI:10.1080/02602938.2012.751963. Mann, K., Gordon, J. & MacLeod, A. 2009, {"}Reflection and reflective practice in health professions education: a systematic review.{"}, Advances in Health Sciences Education, vol. 14, no. 4, pp. 595-621. Marais, D. & Perkins, J. 2012, {"}Enhancing employability through self-assessment.{"}, Procedia - Social and Behavioural Sciences, vol. 46, pp. 4356-4362. Marshall, J. & Reason, P. 2007, {"}Quality in research as {"}taking an attitude of inquiry{"}{"}, Management Research News, vol. 30, no. 5, pp. 368-380. McNiff, J. & Whitehead, J. 2010, You and your action research project. 3rd edition edn, Routledge, New York, USA. Musolino, G.M. 2006, {"}Fostering reflective practice: self-assessment abilities of physical therapy students and entry-level graduates{"}, Journal of Allied Health, vol. 35, no. 1, pp. 30-42. Nicol, D.J. & MacFarlane-Dick, D. 2006, {"}Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. {"}, Studies in Higher Education, vol. 31, no. 2, pp. 199-218. Parboosingh, J. 1998, {"}Role of self-assessment in identification of learning needs.{"}, Journal of Continuing Education in the Health Professions, vol. 18, pp. 213-219 . Reason, P. & McKernan, J.A. 2006, {"}Choice and Quality in Action Research Practice/Choice and Quality in Action Research: A Response to Peter Reason/A Response to J.A. McKernan{"}, Journal of Management Inquiry, vol. 15, no. 2, pp. 187-208. Regehr, G. & Mylopoulos, M. 2008, {"}Maintaining competence in the field: learning about practice, through practice, in practice.{"}, Journal of Continuing Education in the Health Professions, vol. 28, no. S1, pp. S19-S23. Silver, I., Campbell, C., Marlow, B. & Sargeant, J. 2008, {"}Self-assessment and continuing professional development: The Canadian perspective{"}, Journal of Continuing Education in the Health Professions, vol. 28, no. 1, pp. 25-31. Trujillo, J.M. 2009, {"}Understanding who you are and how you work: the role of self-assessment.{"}, Currents in Pharmacy Teaching and Learning, vol. 1, no. 1, pp. 10-16. Yorke, M. 2003, {"}Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice.{"}, Higher Education, vol. 45, no. 4, pp. 477-501.",
year = "2014",
language = "English",
volume = "5",
pages = "23--41",
journal = "Perspectives on Practice and Pedagogy",
issn = "2044-7388",

}

The ESSAPP study: Enhancing Student Self-Assessment on Physiotherapy Placement. / McGinley, Conal; Wilson, Iseult M.

In: Perspectives on Practice and Pedagogy, Vol. 5, 2014, p. 23-41.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The ESSAPP study: Enhancing Student Self-Assessment on Physiotherapy Placement.

AU - McGinley, Conal

AU - Wilson, Iseult M

N1 - Reference text: Chartered Society of Physiotherapy 2012,“Quality assurance standards for physiotherapy service delivery. " in CSP, London. Dochy, F., Segers, M. & Sluijsmans, D. 1999, "The use of self-, peer and co-assessment in higher education: A review. ", Studies in Higher Education, vol. 24, no. 3, pp. 331-350. Dornan, T. 2008, "Self-assessment in CPD: Lessons from the UK undergraduate and postgraduate education domains.", Journal of Continuing Education in the Health Professions, vol. 28, no. 1, pp. 32-37. Eva, K.W. & Regehr, G. 2005, "Self-assessment in the health professions: a reformulation and research agenda. ", Academic Medicine, vol. 80, no. 10, pp. S46-S54. Falchikov, N. & Boud, D. 1989, "Student self-assessment in higher education: A meta-analysis. ", Review of Educational Research, vol. 59, no. 4, pp. 395-430. Ghaye, T. & Lillyman, S. 2010, Reflection: Principles and practice for healthcare professionals. , 2nd edn, Quay Books, London. Health and Care Professions Council (HCPC) 2007, Standards of proficiency, physiotherapists. , HCPC, London. Jankowska, M. 2010, " Concept mapping - a reflective tool in Personal Development Planning. ", Assessment, Teaching and Learning Journal, Leeds Metropolitan University Repostitory, vol. 10, pp. 14-17. Jasper, M. 2003, Beginning reflective practice. , Nelson Thornes. Joughin, G. 2010, "The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning.", Assessment & Evaluation in Higher Education, vol. 35, no. 3, pp. 335-345. Kearney, S.P. & Perkins, T. 2012, "Improving engagement: The use of ‘Authentic Self and Peer Assessment for Learning’ to enhance the student learning experience.", Assessment and Evaluation in Higher Education, [Online], . Available from: DOI:10.1080/02602938.2012.751963. Mann, K., Gordon, J. & MacLeod, A. 2009, "Reflection and reflective practice in health professions education: a systematic review.", Advances in Health Sciences Education, vol. 14, no. 4, pp. 595-621. Marais, D. & Perkins, J. 2012, "Enhancing employability through self-assessment.", Procedia - Social and Behavioural Sciences, vol. 46, pp. 4356-4362. Marshall, J. & Reason, P. 2007, "Quality in research as "taking an attitude of inquiry"", Management Research News, vol. 30, no. 5, pp. 368-380. McNiff, J. & Whitehead, J. 2010, You and your action research project. 3rd edition edn, Routledge, New York, USA. Musolino, G.M. 2006, "Fostering reflective practice: self-assessment abilities of physical therapy students and entry-level graduates", Journal of Allied Health, vol. 35, no. 1, pp. 30-42. Nicol, D.J. & MacFarlane-Dick, D. 2006, "Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. ", Studies in Higher Education, vol. 31, no. 2, pp. 199-218. Parboosingh, J. 1998, "Role of self-assessment in identification of learning needs.", Journal of Continuing Education in the Health Professions, vol. 18, pp. 213-219 . Reason, P. & McKernan, J.A. 2006, "Choice and Quality in Action Research Practice/Choice and Quality in Action Research: A Response to Peter Reason/A Response to J.A. McKernan", Journal of Management Inquiry, vol. 15, no. 2, pp. 187-208. Regehr, G. & Mylopoulos, M. 2008, "Maintaining competence in the field: learning about practice, through practice, in practice.", Journal of Continuing Education in the Health Professions, vol. 28, no. S1, pp. S19-S23. Silver, I., Campbell, C., Marlow, B. & Sargeant, J. 2008, "Self-assessment and continuing professional development: The Canadian perspective", Journal of Continuing Education in the Health Professions, vol. 28, no. 1, pp. 25-31. Trujillo, J.M. 2009, "Understanding who you are and how you work: the role of self-assessment.", Currents in Pharmacy Teaching and Learning, vol. 1, no. 1, pp. 10-16. Yorke, M. 2003, "Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice.", Higher Education, vol. 45, no. 4, pp. 477-501.

PY - 2014

Y1 - 2014

N2 - Physiotherapy students at the University of Ulster are assessed by practice educators when on placement in clinical settings, using the Student Progress Report (SPR), an assessment tool that includes 19 individual items for which a student receives a mark of between 0 and 10. To date, only educators complete the SPR.Aim: to determine the usefulness of completing the SPR as part of student self-assessment. Methods: an electronic survey was administered to year 3 students and their educators at baseline and at follow-upResults: Both students and educators agreed that the exercise clarified perceptions of ability, helped develop relevant action points, encouraged communication and discussion, should be encouraged for all students on all placements, and was a useful exercise.Conclusion: Involving students in self-assessment before the mid-way report provides students with a better understanding of the assessment criteria and how to develop their learning on clinical placement.

AB - Physiotherapy students at the University of Ulster are assessed by practice educators when on placement in clinical settings, using the Student Progress Report (SPR), an assessment tool that includes 19 individual items for which a student receives a mark of between 0 and 10. To date, only educators complete the SPR.Aim: to determine the usefulness of completing the SPR as part of student self-assessment. Methods: an electronic survey was administered to year 3 students and their educators at baseline and at follow-upResults: Both students and educators agreed that the exercise clarified perceptions of ability, helped develop relevant action points, encouraged communication and discussion, should be encouraged for all students on all placements, and was a useful exercise.Conclusion: Involving students in self-assessment before the mid-way report provides students with a better understanding of the assessment criteria and how to develop their learning on clinical placement.

KW - self-assessment

KW - physiotherapy

M3 - Article

VL - 5

SP - 23

EP - 41

JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

ER -