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To encourage active learning in clinical assessment of radiography students
Author
Low, Albert Poh Mun
Abstract
This study is based on a group of students studying Radiography at School of Health Sciences in Nanyang Polytechnic. The objectives of this study are:
(i) to create a conducive environment for active learning,
(ii) to implement a new procedure to improve the validity and reliability of the. competency assessments in clinical practice.
(iii)to introduce self-assessment in clinical practice,
(iv) to evaluate these strategies with the aim of making recommendation for improvement of clinical practice.
The course is part of a three-year Health Science Diploma programmme established in 1992 with the consultancy from University of Sydney, Australia. Despite the fact that this is only a diploma course, it is very similar to the degree course in Australia, it consists of mainly three modes of learning through lectures, laboratory sessions or tutorials and clinical practice. The students have to spend approximately a third of the year on full-time clinical fieldwork placements.
In the weekly schedule , the students have to attend up to 27 hours of lectures, laboratory sessions or tutorials. The students have to attach to the hospitals for clinical practice during the semester and end of each semester. Their competencies in clinical practice are assessed by the practitioners in the work place. This clinical competency assessment is relatively new in Singapore . Prior to this , the
training was done in the hospital with no specific clinical assessment component. It is more of on-the-job training whereby three-days for lectures and another three-days for working at the department which was recommended by the College of Radiographers (United Kingdom). In United Kingdom and Australia, clinical assessment is also a recent event. The College of Radiographers of United Kingdom is disbanding by the end of 1993 as they are shifting from hospital-based training to college-based training.
(i) to create a conducive environment for active learning,
(ii) to implement a new procedure to improve the validity and reliability of the. competency assessments in clinical practice.
(iii)to introduce self-assessment in clinical practice,
(iv) to evaluate these strategies with the aim of making recommendation for improvement of clinical practice.
The course is part of a three-year Health Science Diploma programmme established in 1992 with the consultancy from University of Sydney, Australia. Despite the fact that this is only a diploma course, it is very similar to the degree course in Australia, it consists of mainly three modes of learning through lectures, laboratory sessions or tutorials and clinical practice. The students have to spend approximately a third of the year on full-time clinical fieldwork placements.
In the weekly schedule , the students have to attend up to 27 hours of lectures, laboratory sessions or tutorials. The students have to attach to the hospitals for clinical practice during the semester and end of each semester. Their competencies in clinical practice are assessed by the practitioners in the work place. This clinical competency assessment is relatively new in Singapore . Prior to this , the
training was done in the hospital with no specific clinical assessment component. It is more of on-the-job training whereby three-days for lectures and another three-days for working at the department which was recommended by the College of Radiographers (United Kingdom). In United Kingdom and Australia, clinical assessment is also a recent event. The College of Radiographers of United Kingdom is disbanding by the end of 1993 as they are shifting from hospital-based training to college-based training.
Date Issued
1994
Call Number
LB1060 Low
Date Submitted
1994