This post provides an overview of a 'Video Assessment' that was introduced into a new second-year unit for pharmacy students and took place in February 2017. The videos shown here are some examples that were created by students, and are reproduced here with their permission.
The cohort was divided into teams of 4 or 5 students, and the assignment required collaboration between the group members to create an effective video according to specific criteria. One of the ideas behind the task was to introduce opportunities for pharmacy students to acquire digital skills for employability. It was our first venture into the world of video assessments, as part of the Problem Based Learning (PBL) component of the unit ‘Management of respiratory disease and dermatology’.
In order to help create the video, students were provided with a simple methodology using familiar tools, as described in the following blog post:
Each student team was allocated a specific inhaler device, and given the task to produce an instructional video for that device designed at an adult patient audience. The aim of the video was to provide the target audience with a guide that included everything that the patient would need to know when provided with the new inhaler, such as:
What type of inhaler it is
What type of drug it contains and the pharmaceutical ingredients
How the drug works and the licensed therapeutic indications
What benefit the patient can expect from the drug
How the inhaler gets drug into the lungs
When and how often the inhaler should be used
How the inhaler should be used
How to store the inhaler
The assessment criteria was as follows:
- Knowledge-based criteria: Marks for the quality and accuracy of information produced, patient-friendly nature of advice
- Skills-based criteria: Marks for quality of the video, clarity of audio and visual aids etc.
- There was also a peer assessment component
In November 2017, roughly 6 months after the assessment activity, evaluation questionnaires were distributed to students. A quick overview is provided here (we will publish the full results in a paper later this year).
In terms of meeting the learning outcomes of the unit, the video assessment activity was rated highly by students as shown below:
However, the results around digital skills seems to indicate that the students found the activity quite hard, and there was minimal evidence that students perceived the skills gained would enhance their future career.
This was a team effort! Within the department of Pharmacy and Pharmacology a big thanks to Dr Helen Paine who first mooted the idea of a video assessment, and to Dr Phillip Rogers (Director of Studies) and Matthew Jones (Unit Convenor) for driving the project forward. Also, many thanks to Gavin Brockis in the CLT for help devising the video methodology.
A number of academics have expressed a keen interest in the video assessment and methodology. As a consequence, the approach has been adopted for a large 2nd year unit by my colleague Polly McGuigan, Director of Studies for the MSc Sport and Exercise Medicine. I will be presenting some of the evaluation data and show-casing student videos from this cohort in a future post.