Assessing Clinical Learners (EDUC90744)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

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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.

Intended learning outcomes

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.

Generic skills

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.

Last updated: 3 November 2022

Eligibility and requirements

Prerequisites

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.

Corequisites

None

Non-allowed subjects

None

Recommended background knowledge

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.

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home

Last updated: 3 November 2022

Assessment

Additional details

  • 2,500 word folio of sample assessment items or tasks - with marking guides, due mid semester, (40%)
  • 1,000-1,500 word critical analysis of a key issue concerning the examination of performance of clinical learners, due end semester, (30%)
  • 1,000-1,500 word reflective written assessment on workplace-based assessments, from the perspective of an examiner and/or observer, due end semester, (30%)

Last updated: 3 November 2022

Dates & times

Time commitment details

170 hours per 12.5 credit point subject

Additional delivery details

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.

Last updated: 3 November 2022

Further information

Last updated: 3 November 2022