Allied Health Professional (AHP) graduates are inspired to achieve their potential in the world of work from the very beginning of their studies. Graduates gain the confidence to enter their chosen professions through inspirational teaching, learning, assessment, and the subsequent sense of belonging. Araujo et al (2014) identified three types of belonging for students: belonging to the cohort at programme level, within the interdisciplinary learning environment for example at school level and linking to the global intercultural network of their subject or profession.
Students who feel they belong are more likely to see the value of required work and have higher self-belief in their chances to succeed on their course (Verschelden 2017). Practice placements have always been integral to AHP training whereby students are able to apply, validate, and integrate what is learned in the classroom, and to develop clinical reasoning, competence, and self-confidence. It enables opportunities for practice and application of theoretical knowledge with clients in a variety of settings (Rodger et al, 2011). The recent introduction of degree apprenticeships and the expansion of placements has seen learners immersed in their chosen profession from an even earlier stage.
This workshop will focus on Miller’s pyramid of competency (Miller 1990). The applicability of the model within teaching and learning will be understood through a practical exercise and live debate . Participants will use the model to reflect on their existing assessment strategies to consider whether they could be tailored to provide greater inspiration and enhancement of belonging to students.
In summary this workshop will:
Consider how assessment can inspire performance, competency and belonging
Consider how various levels of immersion in a profession during training might affect performance, competency and belonging
Allow a safe space to reflect on current assessment and work-based-learning approaches in relation to belonging and inspiration.