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Preparing students for the future through developing evaluative judgement.

Ornissa Naidoo1, Joanna Tai2, Merrolee Penman3

  • 1Western Australia Centre of Rural Health, University of Western Australia, Karratha, WA, Australia.

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This study introduces strategies for developing evaluative judgement in health students during clinical placements. Implementing these techniques, including peer learning and rubrics, fosters self-regulation and prepares work-ready graduates.

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Area of Science:

  • Allied Health Education
  • Occupational Therapy
  • Workforce Development

Background:

  • Health students require skills for a dynamic workplace, including assessing work quality.
  • Evaluative judgement enhances student self-regulation and autonomy in learning.
  • Current educational models need to adapt to prepare graduates for evolving professional environments.

Purpose of the Study:

  • To describe strategies for implementing evaluative judgement in allied health clinical placements.
  • To provide practical advice for educators on fostering evaluative judgement.
  • To adapt these strategies for diverse clinical placement contexts.

Main Methods:

  • Development of strategies within an occupational therapy program using service-learning.
  • Implementation of peer-assisted learning, rubrics, self-assessment, and feedback.
  • Discussion of challenges and opportunities in feedback provision.

Main Results:

  • A toolbox of strategies for developing evaluative judgement in allied health placements was created.
  • The strategies focus on practical application within experiential education settings.
  • The toolbox is adaptable to various clinical learning environments.

Conclusions:

  • Developing evaluative judgement prepares health students for lifelong learning and autonomous practice.
  • Educators can use these strategies to cultivate work-ready graduates for technologically advanced environments.
  • Enhanced evaluative judgement skills are crucial for independent professional functioning.