Authors: Kavitha Nagandla, Sasikala Devi Amirthalingam, Malanashita Ganeson, Sharifah Sulaiha Syed Aznal, Ismail Abdul Sattar Burud, Shahid Hassan, Alex Chern Loong Lim.
ABSTRACT
Background: Mobile applications with multi-source feedback and learner analytics identifying individual students’ learning needs, providing personalised learning, and remediation are utilised to enhance Workplace-based assessment (WBA). This pilot study aims to investigate the utility and feasibility of WBA digital application, H. Prime, in the settings of clinical experiential learning.
Methods: A mixed methods analysis using quantitative data collected in Phase 1 and qualitative experience data from focus group discussion in Phase 2 was conducted. The educational impact was assessed using Kirkpatrick’s hierarchical model of evaluation pyramid from level 1, “satisfaction” to level 4, “results”.
Results: A total of 392 assessments were completed among 200 students across their clinical postings.
78.5% of students and 87.1% of faculty assessors perceived the application as an acceptable usability experience. Thematic analysis revealed a need to improve the digital interface and communication when scheduling assessments. Students found verbal and recorded feedback in the digital application closed learning gaps and facilitated reflective learning.
Conclusions: In summary, a digital app-based delivery of WBA is a positive experience for students and assessors. Students acknowledged that feedback generates opportunities for self-reflection and closing learning gaps. On technical aspects, there is a need to improve the process of timely scheduling sessions with assessors. We acknowledge prior training of the faculty, academic support staff, provision of additional time in timetables, student knowledge, and sensitisation, are paramount for successful timely completion and enhancement of the educational impact of the WBAs.
Keywords: Workplace-based assessment, Digital app, Clinical training.
Citations: IeJSME 2025 Vol 19 (2): 28-36