Journal of Clinical Microbiology Discussion Paper

Brooke Bailey

Hi Bailey, I agree with the points made regarding the different types of clinical evaluation instruments. Skill performance checklists do provide students with precise direction, ensuring they grasp objectives and eliminating grading subjectivity. However, as you noted, frequent exams might cause anxiety and make clinical practice time more difficult (Nagura-Ikeda et al., 2020). Personal biases can impact observation-based judgments, reducing their validity. It is critical to solve these issues in order to ensure justice. Nursing care plans can help improve critical thinking and patient safety. They assist students to spot difficulties and efficiently prioritize patient requirements. Nonetheless, I agree that the formulaic structure of care plans may stifle innovation and critical thought. Finding a happy medium between structure and flexibility might help care plans reach their full potential. Overall, each evaluation instrument has advantages and disadvantages, and the choice is based on the alignment of assessment objectives with intended learning results. It is critical for good clinical assessments to ensure validity, reliability, and student participation (Nagura-Ikeda et al., 2020). As education progresses, it will be critical to constantly improve these tools based on student input and developments in teaching approaches. Journal of Clinical Microbiology Discussion Paper

Reference

Nagura-Ikeda, M., Imai, K., Tabata, S., Miyoshi, K., Murahara, N., Mizuno, T., … & Kato, Y. (2020). Clinical evaluation of self-collected saliva by quantitative reverse transcription-PCR (RT-qPCR), direct RT-qPCR, reverse transcription–loop-mediated isothermal amplification, and a rapid antigen test to diagnose COVID-19. Journal of clinical microbiology, 58(9), 10-1128.

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Margie Francisco’s Response to Brooke Bailey

Hi Prof, I absolutely get your point of view on skill competencies increasing student concern. Your “2 Ps and a T” strategy appears to be promising. actual, students frequently favor memorization above actual grasp of the skill. Engaging students in individual practice, followed by peer assessment and final instructor evaluation, appears to be a balanced approach to emphasizing both preparation and performance. This technique has the potential to promote more thorough skill development while also alleviating some of the stress associated with examinations. I’m excited to see how it comes out—innovative tactics like this may significantly improve students’ learning experiences. Journal of Clinical Microbiology Discussion Paper

Brooke Bailey replied to Margie Francisco

Hello Baily, I wholeheartedly concur with your observations on peer-to-peer assessment. It is an excellent chance for students to hone critical cooperation and communication skills while also developing a feeling of professional responsibility (Bernaras et al., 2019). Moving away from educator-only grading can minimize performance pressure and enable more realistic demonstrations of expertise. I agree that peer evaluation allows students to learn from one another’s strengths and flaws, so improving their own comprehension. However, as you mentioned, the possibility of prejudice is a worry. To ensure fairness and accuracy in this evaluation process, it will be critical to strike a balance between constructive peer criticism and unbiased assessment (Bernaras et al., 2019).

References

Bernaras, E., Jaureguizar, J., & Garaigordobil, M. (2019). Child and adolescent depression: A review of theories, evaluation instruments, prevention programs, and treatments. Frontiers in psychology, 10, 543. Journal of Clinical Microbiology Discussion Paper