Abstract：
BACKGROUND: The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA).
METHODS: We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria.
RESULTS: Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches.
CONCLUSIONS: In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.
METHODS: We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria.
RESULTS: Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches.
CONCLUSIONS: In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.
摘要：
背景：保留复苏技能是一个广泛关注的问题，能力在训练后经常迅速下降。同时,培训计划继续与现实世界的期望脱节，评估设计仍然与可持续学习的证据相冲突。本研究旨在评估采用委托决策以及真实和可持续评估（SA）原则的计划评估教学法。
方法：我们进行了一项前瞻性序贯解释性混合方法研究，以了解和解决最后一年本科护理人员学生面临的可持续学习挑战。我们引入了一个基于实际复苏案例的五项真实评估计划，每个整合了这些现实生活事件中的上下文元素。学生-导师共识评估（STCA）工具被配置为适应委托规模框架。每个测试都产生了学生领导和评估者的双重分数。对学生和评估人员进行了评估方法的经验调查，并要求他们使用渥太华良好评估标准评估该计划。
结果：84名学生参加了五项评估，生成双重评估者和学生主导的结果。据报道，五项测试的平均得分增加了9％，边界线或以下得分减少了18％。在420项独特测试中，八名评估者的得分没有观察到统计学意义。在所有420项测试中，平均学生共识保持在91％以上。学生和评估者参与者团体都表示广泛同意渥太华标准在设计中得到了很好的体现，他们分享了他们对真实方法的偏好，而不是传统方法。
结论：除了确认当地的可持续性问题之外，这项研究强调了传统复苏培训设计中存在的有效性问题.我们已经成功地展示了一种替代教学法来回应这些问题，体现了SA的原则，评估实践中的质量，以及专业人士对现实世界的期望。
方法：我们进行了一项前瞻性序贯解释性混合方法研究，以了解和解决最后一年本科护理人员学生面临的可持续学习挑战。我们引入了一个基于实际复苏案例的五项真实评估计划，每个整合了这些现实生活事件中的上下文元素。学生-导师共识评估（STCA）工具被配置为适应委托规模框架。每个测试都产生了学生领导和评估者的双重分数。对学生和评估人员进行了评估方法的经验调查，并要求他们使用渥太华良好评估标准评估该计划。
结果：84名学生参加了五项评估，生成双重评估者和学生主导的结果。据报道，五项测试的平均得分增加了9％，边界线或以下得分减少了18％。在420项独特测试中，八名评估者的得分没有观察到统计学意义。在所有420项测试中，平均学生共识保持在91％以上。学生和评估者参与者团体都表示广泛同意渥太华标准在设计中得到了很好的体现，他们分享了他们对真实方法的偏好，而不是传统方法。
结论：除了确认当地的可持续性问题之外，这项研究强调了传统复苏培训设计中存在的有效性问题.我们已经成功地展示了一种替代教学法来回应这些问题，体现了SA的原则，评估实践中的质量，以及专业人士对现实世界的期望。
