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|Title: ||Self-assessments skills of occupational therapy students.|
|Authors: ||Caldwell, Jennifer E.|
|Supervisors: ||Chesson, Rosemary|
|Issue Date: ||1997|
|Publisher: ||Robert Gordon University|
|Abstract: ||Increasingly health workers are expected to self-evaluate within the work-place
thus raising the question as to how they develop such skills. To date there has
been very little research on self-assessment in higher education courses which
prepare health professionals for their future careers.
The project aimed to investigate occupational therapy students' self-evaluation
skills during their professional education and within their first work-place.
This practice based investigation was conducted by a member of academic staff in
one of the two centres in Scotland offering a BSc in Occupational Therapy course.
Data was collected from two different universities offering the course, the study
period was the academic years from 1992 to 1996. Four different research tools
were used, a content analysis of relevant course documents was carried out; 113
students and 15 academic staff were surveyed using questionnaires, with regard to
their understanding and use of self-assessment within the course; self-grading of
academic work by three cohorts of students (n=113) was conducted and fifteen
graduates and workplace supervisors health care and social work were
interviewed through the use of repertory grid interviews.
Self-evaluation was emphasised and strongly, linked to professional development,
within the course documents of both universities. Students and academic stab
identified clinical placements as the area within which, most commonly selfassessment
occurred and developed. Students were generally positive with regard to self-assessment being used within the academic components of the course,
however, staff were more hesitant.
The students consistently under-rated their academic assessments although the
majority were within a five-percent range of the experts' marks. One cohort of
students did demonstrate an improvement in self-assessment over the three years
but similar trends were not detected with the other two cohorts.
The repertory grid interviews produced a large number of constructs (507
constructs). It would appear that graduates are able to self-assess accurately
within the work place, as there was high agreement between graduates and
supervisors regarding the graduates' skills and abilities.
In conclusion this investigation indicates that there are discrepancies between
course aims and objectives and the reality of self-assessment in the educational
context. Although students have the opportunity to practice self-assessment
within the academic situation they are limited in their ability to self-assess
accurately. They are, however, very confident at self-assessing within the workplace.
This confidence may be linked to the fact that as students self-assessments
was practised during the clinical component of the course. There is a need for
further research with more cohorts being followed throughout the length of their
course and also cohorts within other courses.|
|Appears in Collections:||Theses (Health Sciences)|
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