Abstract
Introduction
Authentic assessments facilitate student’s application of complex problem-solving skills and knowledge to real-world tasks. The whack-a-mole (WAM) project includes key critical thinking, biostatistics and epidemiology skills as well as elements of complexity and creativity skills that are particularly important when teaching evidence-based medicine to health professionals. Complementary and alternative medicines (CAMs) provide the current context as they are widely used in the Australian population making them an important subject amongst primary health care professional and policy makers.
Aim
To report student perceptions and learning after completion of the real-world authentic assessment WAM.
Methods
WAM required students to choose, document, investigate, identify, critically appraise and report on a complementary medication for sale in Australia. A total 464 students enrolled in a 3rd Biomedical Science capstone unit completed the WAM project report and video assessments in teams. Data on student perceptions was collected using an online questionnaire and analysed using SPSS 25 and NVIVO 11.
Results
The average overall mark for the WAM assessment was 52/60 (86%). 116 students (25%) completed the online questionnaire of which 92% of students indicated the whack-a-mole project changed their perceptions of complementary medicine and/or the regulation of goods and services in Australia. The majority of students found no (43%) or insufficient (55%) evidence to support product claims. These findings were supported by qualitative feedback.
Conclusion
Students applied the principles of EBM to the WAM project and in doing so altered their perceptions of CAM, regulation and scientific evidence.
Key messages
Authentic assessments play a key role in engaging student in real-world problem solving to advance their critical thinking and evidence-based medicine.
PCN325 REAL-WORLD DATA DESCRIBING THE ROLE OF CHEMOTHERAPY IN THE TREATMENT OF HR+/HER2- MBC PATIENTS: DIVERGENCE FROM EVIDENCE-BASED MEDICINE