Can Assessment of Student Attitudes Assist both the Teaching and Learning Process as well as Ultimate Performance in Professional Practice Brief overview of third year OT Program at Newcastle University
المؤلف:
Gjyn O Toole
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P469-C39
2025-08-26
268
Can Assessment of Student Attitudes Assist both the Teaching and Learning Process as well as Ultimate Performance in Professional Practice
Brief overview of third year OT
Program at Newcastle University
The third year of the Occupational Therapy program is devoted to an in-depth study of Mental Health. It consists of 11 intensive weeks of learning about themselves and many related Mental Health issues. There are 3 streams within the semester - most of which are directly related to the concepts, knowledge and skills required to practice as a professional in the mental health arena. The content is delivered in both lectures, experiential 'laboratories' and problem-based learning tutorials. The students experience group process, group membership and group dynamics first-hand through randomly allocated group membership. They are also expected to plan, prepare and facilitate their own group from a self-selected list of group scenarios, employing an Occupational Therapy perspective. They also continue learning through the problem-based learning technique which requires the students to consider case studies focused on clients with various diagnoses, skills and environments typical of Mental Health settings.
The assessment tasks during the 11 weeks are progressive and ongoing. They require the students:
• to present three case studies in groups of 4-7 members,
• lead a group in pairs and
• write an individual 3000 word reflection upon the dynamics of their particular 12 -15 person experiential group.
Case presentations and the group leadership (paired) tasks require every student to assess the presentation or leadership of their peers in conjunction with a staff member. In addition each student is expected to assess the contribution of all group members to the group development process and the learning process. The cumulative marks therefore are a combination of marks for both individual tasks (marked by an academic) and group tasks (marked by both fellow students and an academic). Where there are multiple markers the marks are averaged to create the final grade for each task.
The marking process is guided by carefully designed criteria which assess both knowledge and skills in clinical reasoning and the application of the Occupational therapy process within the given mental health related context. Thus marks reflect both levels of learning and acquisition of skills.
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