Student Self-assessment to Enhance Learning in Pharmacotherapeutics

Lay Khee TAN
Temasek Polytechnic, Singapore
laykhee@tp.edu.sg

Hoon Bee Kathryn GOH
Temasek Polytechnic, Singapore
hoonbee@tp.edu.sg

Vijayan N.
Temasek Polytechnic, Singapore
vijayan@tp.edu.sg

Abstract

In the face of globalization where there is explosion of knowledge, it is important to nurture self-regulated thinkers for the competitive knowledge-based economy. Therefore the ability to judge the quality of one’s own work becomes crucial. This case study shows the use of student self-assessment to develop students in evaluating their own learning. The project involved 107 second year polytechnic students in the Problem-based Learning subject called ‘Introduction to Pharmacotherapeutics’. The project comprises two parts, where firstly students assessed the quality of the patient assessment questions generated by themselves and reflected on the extent that these questions enabled them to assess the patient’s condition accurately. The second part consisted of students assessing themselves in action during a role-play, performing a mock patient interview, recommending treatment and providing patient counselling. The students’ self-assessment log and the results of the summative assessments before and after the introduction of the student self-assessment were analyzed to review the impact on the student learning. The students’ self-assessment log showed that the students demonstrated improved critical thinking skills and could synthesize improved ideas and action plans. The results of an unpaired t-test indicated that the improvement in the students’ performance in the summative assessments was statistically significant (p<0.05). An online student survey (n=100) was also administered and the findings revealed that many students felt empowered using the self-assessment process in their learning. This presentation will describe the design and implementation of the student self-assessment project and explain its impact on student learning.

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