دورية أكاديمية
Embedding a Coaching Culture into Programmatic Assessment
| العنوان: | Embedding a Coaching Culture into Programmatic Assessment |
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| المؤلفون: | King, Svetlana Michelle (ORCID |
| المصدر: | Education Sciences. 2022 12. |
| الإتاحة: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Educational Change, Medical Education, School Culture, Coaching (Performance), Foreign Countries, Student Evaluation, College Students |
| مصطلحات جغرافية: | Australia |
| تدمد: | 2227-7102 |
| مستخلص: | Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program; namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic assessment. To do this, we refer to the principles of programmatic assessment as they apply to this case and conclude with some key lessons that we have learnt from engaging in this change process. Fostering a culture of programmatic assessment that supports learners to thrive through coaching has required compromise and adaptability, particularly in light of the changes to teaching and learning necessitated by the global pandemic. We continue to inculcate this culture and enact the principles of programmatic assessment with a focus on continuous quality improvement. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1353343 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2227-7102 |
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