About this paper

Appears in:
Pages: 5226-5235
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

IMPACT OF STUDENT DIRECTED ACTIVITIES AND PERSONALIZED FORMATIVE FEEDBACK ON SKILLS DEVELOPMENT IN A LARGE CLASS

C. Valdez, D. Hoody, L. Buffet, R. Knutsen

University of Colorado (UNITED STATES)
Objective: To evaluate the impact of student directed activities and faculty formative feedback as a method to develop interviewing, assessing, SOAP note writing, patient presentation and patient counseling skills in a large class of 160 students.

Methods: The Professional Skills Development course has designed and incorporated student directed activities to facilitate the development of interviewing, assessing, SOAP note writing, patient presentation and patient counseling skills related to self care topics. Development of these skills occurs weekly for16 weeks and is based on student self and peer assessment with feedback. Verbal competency assessments and patient counseling assessments have been incorporated during class to assess the development of these skills and provide personalized faculty-student feedback that targets the strengths and weaknesses in the individual student’s skill set. Each week, a group of forty students (1/4th of the class) will complete a verbal competency assessment or a patient counseling evaluation and by the end of the semester, all 160 students will have completed two personalized verbal competency assessments and two personalized patient counseling assessments. Expectations of the student are greater with each subsequent assessment. These formative assessments facilitate recognition of areas that need improvement, and holds students accountable for deficits identified by faculty. If a student does not perform well on all areas of an assessment, detailed constructive feedback is provided and the student is required to complete an additional assessment. Impact of these educational methods will be measured using student satisfaction and student performance as assessed by faculty.

Results: Results will be presented

Implications: Implications will be presented
@InProceedings{VALDEZ2011IMP,
author = {Valdez, C. and Hoody, D. and Buffet, L. and Knutsen, R.},
title = {IMPACT OF STUDENT DIRECTED ACTIVITIES AND PERSONALIZED FORMATIVE FEEDBACK ON SKILLS DEVELOPMENT IN A LARGE CLASS},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {5226-5235}}
TY - CONF
AU - C. Valdez AU - D. Hoody AU - L. Buffet AU - R. Knutsen
TI - IMPACT OF STUDENT DIRECTED ACTIVITIES AND PERSONALIZED FORMATIVE FEEDBACK ON SKILLS DEVELOPMENT IN A LARGE CLASS
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 5226
EP - 5235
ER -
C. Valdez, D. Hoody, L. Buffet, R. Knutsen (2011) IMPACT OF STUDENT DIRECTED ACTIVITIES AND PERSONALIZED FORMATIVE FEEDBACK ON SKILLS DEVELOPMENT IN A LARGE CLASS, EDULEARN11 Proceedings, pp. 5226-5235.
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