1 The Introduction of Oral Examinations to Enhance the Clinical Competence of 4th year Veterinary Science Students Helen Keates School of Veterinary Science NRAVS

2 The issues… The Veterinary Science program consists of 3 ‘preclinical’ years and two ‘clinical’ yearsThe Veterinary Science program consists of 3 ‘preclinical’ years and two ‘clinical’ years 5 th year is mostly about putting theory into practice – applying what has been covered in the first 4 years to clinical situations5 th year is mostly about putting theory into practice – applying what has been covered in the first 4 years to clinical situations 5 th year relies heavily on the students communication skills, ability to link and apply the material they have at their disposal5 th year relies heavily on the students communication skills, ability to link and apply the material they have at their disposal We continue to have a small number of students entering 5 th year ill-prepared – some of these have to repeat and may eventually fail to graduate. How can this be?

3 What we think is going wrong… Communication: - students from non-English speaking backgroundsCommunication: - students from non-English speaking backgrounds Cultural: - students may be unwilling to challenge/discuss - too accepting of what is ‘taught’Cultural: - students may be unwilling to challenge/discuss - too accepting of what is ‘taught’ ‘Assessment training’ – assessment tasks and awarding of marks in the earlier years may reward recall rather than processing /application of information‘Assessment training’ – assessment tasks and awarding of marks in the earlier years may reward recall rather than processing /application of information

4 To change the outcome, change the assessment! Design assessment to reward the desired behaviour

5 New assessment task – oral/practical exam in anaesthesia at the end of 4 th year Rationale: - 1 st oral exam1 st oral exam 5 th year assessment has a large oral exam component5 th year assessment has a large oral exam component Student is ‘exposed’ in an oral exam – no exam ‘tricks’Student is ‘exposed’ in an oral exam – no exam ‘tricks’ Examiner can explore the students reasoningExaminer can explore the students reasoning Aims: - Ensure students carry forward the skills/understanding developed in 4 th year (no learn & flush!!)Ensure students carry forward the skills/understanding developed in 4 th year (no learn & flush!!) Identify those students who may have problems in 5 th year & plan remediationIdentify those students who may have problems in 5 th year & plan remediation

6 The exam… Students provided with 14 questions to prepare 7 practical or recall of facts7 practical or recall of facts 7 ‘thinking’ questions7 ‘thinking’ questions 2 Q’s each, ~15 min2 Q’s each, ~15 min Q’s classified according to Bloom’s taxonomyQ’s classified according to Bloom’s taxonomy

7 How do we assess the assessment? Results attainedResults attained Which Q’s better handled by studentsWhich Q’s better handled by students Focus group of studentsFocus group of students Perceptions of consultant anaesthetists in 2008Perceptions of consultant anaesthetists in 2008 Profession (beyond graduation)Profession (beyond graduation)

8 Results so far… Results are good (too easy?)Results are good (too easy?) We think we have identified students who may have problems next year – some remedial actionWe think we have identified students who may have problems next year – some remedial action Focus group: -Focus group: - –Students prepared all questions provided –‘invaluable experience’ ‘good preparation for 5 th year’ –‘affirming and confidence boosting’ –‘questions need to be more searching’ –‘improved understanding’

9 Where to from here? 2008 Revise and refine assessment Q’sRevise and refine assessment Q’s How can we help the students identified as having difficulties?How can we help the students identified as having difficulties? UQ T & L grant application to review assessment in the Vet Program as a wholeUQ T & L grant application to review assessment in the Vet Program as a whole Thanks to Clair Hughes (TEDI) Helen Keates School of Veterinary Science Ph