Practitioner PresentationTopic: Assessment and feedback in a digital ageKeywordsMobile technology, formative assessment, feedback, veterinary medicine, clinical skillsStudents of the Veterinary Medicine programme in University... [ view full abstract ]
Practitioner Presentation
Topic: Assessment and feedback in a digital age
Keywords
Mobile technology, formative assessment, feedback, veterinary medicine, clinical skills
Students of the Veterinary Medicine programme in University College Dublin (UCD) are required to undertake 24 weeks of clinical extramural studies (CEMS) in a range of working environments to develop their competencies and clinical skills (Carty et al, 2016). Mobile technology is used to capture CEMS supervisor feedback in real-time to enhance student competency development.
This presentation will offer a high-level review of the UCD School of Veterinary Medicine’s experiences over a two year pilot of using mobile technology to track student progress on CEMS. This presentation aims to:
A process which was once paper-based in now digital, affording efficiencies in reporting and improved visibility of student feedback and performance. Staff and student participants in the pilot have been closely monitored and regularly contacted throughout the pilot. Academics, administrative staff and the educational technologist have worked together to document challenges encountered and provide a high level of support for users.
Efficiencies have been found in multiple workflows, most notably in how academic and administrative staff interact with CEMS students. Students receive instant formative feedback from their CEMS placement supervisor and now have a central digital repository recording their placements to date. Management of the system and ongoing student support requires significant resources.
References
Carty, M. et al., 2016. ‘Using mobile technology to foster formative assessment on clinical extramural studies - an educator’s perspective of getting started’ in EdTech 2016 Reconstituting TEL, Law Society of Ireland & ILTA, Dublin, pp. 30.
