An exploration of competence-based learning and assessment within a simulated healthcare setting

AimsEvaluation of student perception of individual learning in a responding to symptoms scenario.

Comparison of a tutor-led and student-led Objective Structured Clinical Exercise (OSCE).

DescriptionEducational research on subject contextualisation and evaluation of pedagogic approaches to professional practice skills.

Student evaluation of the OSCE experience to determine student perception of identity as a learner.

OutcomesInitial findings presented at DMU Teachingand Learning Conference 2014:•The value of individualised feedback as a powerful learning tool•The importance of the alignment of learning to the individual

Benefits for DMU

Transferable across subject disciplines and aligned to strategic focus on student employability and graduate skills.

Benefits for Students

Involvement of students as partners in learning to manage, evaluate and reflect on the learning process.

Benefits for Staff

Greater insight into the teaching and learning process within a professional setting. Development of a ‘community of practice’ and collegial perspective of the application of knowledge to practice.

Name: Dr Jon Waterfield

Faculty: HLS

Email: JWaterfield@dmu.ac.uk Teacher Fellowship Project 2013