CASE STUDIES OF PRACTICE: PHYSICS
Title of Practice: Practice Placements
Contact: Christine Heales (C.J.Heales@exeter.ac.uk) Programme Lead: Medical Imaging (Diagnostic Radiography)
Published: March 2008
Reason for selection: Example of interesting and well-researched practice, relating to training of different
assessors in different locations in order to provide equity in terms of assessment for the students. In addition, the
requirement for written formative feedback from assessors, and a written reflective overview by the student of their
assessment experience, ensures that assessment and feedback become part of an ongoing learning process.
GENERAL BACKGROUND
1. School
PHYSICS
2. Subject
MEDICAL IMAGING
3. Module Title
PRACTICE PLACEMENTS 1, 2 and 3
4. Module Code
PAM1007. 2006, 3005
5. Web reference: http://newton.ex.ac.uk/teaching/modules/
6. Level
1, 2 and 3
7. Duration
4 months per module
8. Date/s of Practice/Project
On-going
9. Lead person
SOPHIE WILLIS
10. Others involved
Clinical Staff within each imaging department, Clinical Tutors.
ABOUT THE PRACTICE/PROJECT
11. Type of activity, eg.
Single session, project,
module, other
12. Focus for activity,
eg. Active Learning
Independent learning
Students as researchers/
Enquiry-led learning
Key skills Other (describe)
The practice placement modules are work-based modules where competency is
assessed through four clinical assessments per module (plus a viva voce and written
case-studies).
Focus for activity: active learning, assessment of clinical competency.
Key skills: perform radiographic and manual handling procedures, demonstrate
competence in radiographic positioning and image acquisition, assess and interpret
images, identify images of poor diagnostic quality and take corrective action,
communicate with patients, carers and other members of the healthcare team
appropriately, implement appropriate radiation protection and infection control
measures, identify and address applicable legal and ethical issues, follow
departmental protocols for imaging, demonstrate an ability to manipulate exposure
factors appropriately, recognise and describe normal, normal-variant and pathological
radiographic anatomy, work effectively within the inter-professional healthcare team
environment.
13. Size of student
group
Maximum of 60 per cohort, student groups at each placement site varies between 3
and 10, depending on the size of the imaging department (in terms of work throughput
and staffing levels).
14. Full description of
practice (ie. what
Students have to pass four clinical assessments per placement module
The clinical assessments are marked by experienced radiographers from within each
department, familiar with the working ‘norms’ and expected practice for that particular
placement site. The number of ‘clinical assessors’ at each placement site varies, and
ranges from 2 at some smaller sites to 6 at a larger site. Hence, there are
approximately 40 different members of staff assessing the students’ clinical
competency through the clinical assessment process.
The clinical assessment criteria were designed by academic staff in consultation with
clinical colleagues. In order to take on the role of clinical assessor each radiographer
has to undergo ‘in-house’ training provided by academic staff, to ensure familiarity with
the marking criteria and to ensure parity of standards between sites.
This programme’s first intake of students was in 2004 and site-by-site analysis of the
clinical assessment marks suggested that there might be significant differences in
marking between sites. Clinical assessor training had been provided at each of the
placement sites, and so subsequent annual update training was provided here at the
University, so that discussions about implementation of the marking criteria, and
threshold and focal performance could be discussed ‘across sites’. Analysis of clinical
assessment marks for subsequent placements suggested that this training had been
of benefit, with more parity appearing between sites.
happens?)
15. What was the
rationale for
introducing the
The clinical assessments contribute towards the module total, and aren’t merely an
assessment of competency, and so in our opinion it is important that students can be
confident that whichever of the 10 placement sites they happen to be based in, they
practice?
will be assessed appropriately.
16. Resources/support
required (technical
The Clinical Placement Co-ordinator and the Programme Lead for the BSc (Hons)
Medical Imaging (Diagnostic Radiography) programme provide 2 training days for the
clinical assessors here at the University. The same training programme is provided at
both sessions, so that clinical assessors need only attend one of the 2 per year. The
reason for running the same session twice is that clinical departments can only
release a limited number of staff from the clinical area on any given day. Hence this
approach enables more staff from each department to be able to attend within the 12month period.
assistance, specialised
equipment etc)
ASSESSMENT
17. Assessment
Students have to pass four clinical assessments per placement module. Each clinical
assessment contributes 10% towards the module total, but each clinical assessment
must be passed at a threshold of 40% as well as obtaining 40% for the module overall
in order for the credits to be awarded. Condonement is not permitted on this
programme.
17c. Assessment
criteria (web link if
http://newton.ex.ac.uk/handbook/Rad-ClinAssmntL123MC.html
http://newton.ex.ac.uk/handbook/forms/ClinAssmntL12.pdf
NB: There are other clinical assessment forms for specific examinations undertaken in
stages 2 and 3.
- Students are expected to provide a verbal commentary throughout the clinical
assessment to demonstrate their understanding of, and compliance with, safe
competent practice.
- Detailed marking of competences is accompanied by a requirement for formative
feedback for the student relating to strengths and areas for future improvement (see
p.9 of the Clinical Assessment form)
- The student is also required to write reflective comments on their assessment (see
p.10 of the same form): Did any of the assessor’s comments surprise you? Where you
expecting any of these comments? How will you use these comments to develop your
practical radiographic ability? What did you gain from this experience? What did you
do well? What could you have done better? How will you future practice change as a
result of this assessment?
available)
FEEDBACK
18a. Feedback Student comments
Questions relating to the marking of the clinical assessments have recently been
added to the students’ placement feedback forms as follows:
Q: Feedback from each clinical assessment was sufficient for me to understand why I
was awarded a particular mark
Q: My clinical assessments were marked fairly i.e. by comparing my performance to
the applicable marking criteria.
For the two placements since these questions have been added, the majority of
students have indicated that they agree or strongly agree with the above questions,
suggesting that concerns previously indicated in the free-form student feedback
comments about the parity of marking have been allayed.
PAM1007
_Academic Year 2006-7_ Student Feedback.pdf
18b. Feedback –
Staff comments
OTHER MATTERS
Informal feedback at the assessor days has suggested the value of facilitating crosssite discussion relating to the clinical assessment process.
19. Issues/difficulties
encountered
Cross-site training provides a burden on placement sites as they have to release staff
from clinical duties in order to attend. However, our clinical sites have been hugely
supportive and are continuing to facilitate staff attendance.
Clinical Asse ssors Clinical Assessors
Update Training - Update
OctoberTraining
2006.doc
- July 2006.doc
There are also financial implications as we provide catering and also pay the travel
expenses of clinical staff attending training here at the University.
The clinical assessment process will always require continuous modification to reflect
changing clinical practice, and so on-going training and support for clinical assessors
is essential.