A survey to evaluate the implementation of a national clinical assessment form

Abstract

Purpose: The Australian Universities Radiation Therapy Student Clinical Assessment Form (AURTSCAF) was designed to assess the clinical skills of radiation therapy (RT) students from the six universities that offer entry level RT programs. Given the AURTSCAF has now been in use for over two years, the Radiation Therapy Program Coordinators (RTPC) group initiated a post implementation evaluation survey. This formed the final phase of the AURTSCAF project and was funded by the Radiation Oncology Division of the Department of Health and Ageing. Methods: A cross‐sectional designed survey using purposive sampling was distributed via email to all RT clinical sites. The survey asked questions about the requirements of a pass grade for students at different stages of their program, and the addition of a new category of assessment related to fitness to practise. Response types included both forced choice closed ended responses and open ended responses. There was also a section for open comments about the AURTSCAF. Results: There were 100 responses (55%) from clinicians who had utilised the assessment form over the previous 12 month period. Responses highlighted several positives with regard to the utility and implementation of the form. Comments regarding areas for improvement with the standardisation of the grading of students and consensus for the addition of a new domain in fitness for practise have informed the recommended changes proposed for 2012. Conclusion: This evaluation has provided a representative sample of the views of clinicians involved in assessing students on clinical placement. Recommendations include the addition of the sixth domain of assessment: Fitness for practise, the addition of descriptors and prompts for this domain in the user guide, the addition of a consensus statement about the use of the rating scale and dissemination of the proposed changes nationally.

The role of radiotherapy patients in provision of student interpersonal skills feedback

“…Student opinions of the initiative were harvested using an anonymous online survey. Although not specifically developed for this study, students also received formal feedback and grades via the Australian Universities Radiation Therapy Student Clinical Assessment Form (AURTSCAF) 27 …”

“…Although not specifically developed for this study, students also received formal feedback and grades via the Australian Universities Radiation Therapy Student Clinical Assessment Form (AURTSCAF). 27 All patients attending for treatment, who were over the age of 18 with no reported mental incapacity, were eligible for participation; however, members of the treatment team excluded patients who were undergoing short-course palliative treatments, were severely ill or had psychological issues. During the project, seven students attended the pilot sites with three undertaking year 2 and four attending their first year 1 placement.…”

The Osteopathic Clinical Practice Assessment – a pilot study to develop a new workplace-based assessment tool

“…The use of such assessment tools has been driven by the need to ensure that students are assessed on a range of criteria related to clinical performance, and that the same assessment tool can be used regardless of the clinical context. Examples of these global rating tools are the Assessment of Physiotherapy Practice (APP), [8][9][10] occupational therapy's Learner Practice Evaluation Form -Revised, 11 speech therapy's COMPASS, 12,13 the Radiation Therapy Learner Clinical Assessment, 14,15 and a tool to assess nursing competencies. 16 These tools are typically used at the end of a block clinical placement as a summative assessment.…”

Clinical perceptions of radiation therapy undergraduate competency standards

“…The clinical assessment historically included an Objective Structured Clinical Examination (‘OSCE’) as well as assessment with the Australian Universities Radiation Therapy Student Clinical Assessment Form (AURTSCAF) criteria, outlined by Giles et al3 In 2011, a decision was made to remove the OSCE. High stakes staged assessments such as this have been reported to cause high-anxiety levels4 and thus provide an inaccurate representation of student learning in relation to key clinical skills 5.…”