Optimizing learner assessment in a respiratory therapy clinical simulation course

The purpose of this participatory action research project was to evaluate the effectiveness and objectiveness of learner evaluation methods used in a clinical simulation course offered at a community college as part of the 3-year Respiratory Therapy advanced diploma program. A mixed-method approach to data collection was used. A paper-based questionnaire was completed by 47 participants and was utilized to identify learner satisfaction with the simulation experience. An online questionnaire was completed by 16 participants and utilized to identify learner satisfaction with the evaluation methods used in the course, as well as to gather suggestions for improvement of those methods. Two focus groups further explored 7 participants’ impressions of how evaluation practice in the course affected their learning process and competence in preparation for formal assessment. Data analysis found that the majority of participants were generally satisfied with the current evaluation process considering the practice objective and found that it was effective in helping learners achieve their learning goals. Areas identified for improvement included practice improvement, such as team and communication skills assessment; student self-reflection assessment; and changing the grading system from a numerical grade system to a pass/fail system. The project offers suggestions for future research, including the development of a standard evaluation rubric in high-fidelity simulation in respiratory therapy in Canada based on the national competency profile for entry to practice