Facilitating Capability: iSAP – A Novel Pedagogical Intervention

Abstract

This study explores the educational impact, as perceived by students, of an innovative, online context-rich case-based learning assessment and reflection framework known as integrating Science and Practice (iSAP). The study draws on a cross-sectional study conducted from 2018 to 2020 for students in units of study where an iSAP case was used as one assessment method. The voluntary survey was administered via the university’s learning management system at the end of each academic year (Semester 2). The 19 self-rating questions were presented as counts and percentages. The difference in item responses between undergraduate and postgraduate students was explored using chi-squared tests. We observed that the majority of students perceived iSAP as a well-rounded framework that helped them apply knowledge and skills to real-life situations, improved their understanding of study material and helped them develop evidence-based reasoning, critical thinking and reflective analysis skills. We also observed that postgraduate students, compared to their undergraduate counterparts, were more likely to agree with statements related to the authenticity of the iSAP case as well as the benefits of iSAP to individual learning, further engagement in research to extend their knowledge and development of their evidence-based reasoning skills and critical thinking skills. We conclude that iSAP is an innovative case-based learning and assessment approach to facilitate preparation for professional and clinical capability. Further research is required to determine the impact of student professional maturity and how this may impact upon students’ perception and adaptation of the reflective component of the iSAP framework.