Evaluating students’ experience of an integrated assessment: A case study in health promotion

Abstract

Objectives: To explore the engagement of second year pharmacy students in a South African University, in the implementation and evaluation of an integrated assignment. Methods: The integrated assignment focused on integrating the concepts of health promotion and pharmacotherapy of chronic non communicable diseases in the Anatomy and Physiology course. On completion, students engaged in a process of evaluation that focused on reflection of the assignment experience and their skills development. Results: Insights from the evaluation process revealed ways in which the assignment was educational and empowering. The students positively highlighted their ability to understand the link between various courses in Pharmacy after doing this integrated assignment, enhanced understanding of addressing chronic non communicable diseases, team building and communication skills. Conclusion: The students' feedback highlighted that the assignment facilitated the achievement of conceptual integration, skills development and positively influenced their understanding of health promotion. The constructive engagement with the students created a space for reflection and facilitated a conducive environment for students to think freely, creatively and recognize the need for health promotion in their role as future pharmacists.

Developing an evaluation tool to provide a 360-degree reflection on work-integrated learning in accounting education

“…For example, Reddan and Rauchle (2012) examined students' perceptions of WIL, noting not only the added value that 'career development learning' brings to WIL, but also the need to embed this form of learning within assessment. Other studies have focused solely on student perceptions (Freestone et al, 2007;Freudenberg et al, 2010;Spowart, 2011;Fallon, 2012;Jackson, 2013a;Smith & Worsfold, 2014;Dukhi et al, 2014).…”

“…Similarly, Stanley and Xu (2019) suggest there has been very limited research on accounting employer and accounting educator perspectives of WIL. To achieve improved outcomes for all stakeholders, their perceptions and understanding need to be understood (Patrick et al, 2009;Smith, 2012;Dukhi et al, 2014), using a carefully planned and executed process. Without this, only a limited understanding of WIL can be gained through the evaluation process.…”