A pilot study investigating the use of Action Planning Statements in tutoring clinical skills to second year medical students

Abstract

Increasing numbers of Australian medical students are requiring education in clinical skills. This pilot study aimed to investigate the effect of one method of reflective learning, Action Planning Statements (APS), on teacher rating and student learning in Clinical Skills tutorials. 15 second year medical students were administered a Student Experience of Learning and Teaching (SELT) assessment which is a standardised questionnaire. Student feedback on their perceptions of the author’s teaching and the use of APS was sought through the use of SELTs both before and after students had completed APS. One parameter of the teacher rating, ‘effectiveness’ significantly increased and there was more than 72% broad agreement that the APS had improved students’ reflection and feedback. APS may be an important tool for improving teacher effectiveness and feedback and student reflection in Clinical Skills tutorials for medical students. Further research is needed to clarify the use of APS.