Asemiotic Approach towards Add-On Peer-Assisted Assessment to Improving Competence of Reflection and Reflective Practice of Clinical Students

Project: National Science and Technology CouncilNational Science and Technology Council Academic Grants

Project Details


Background: To establish an effective model for learning and assessment of reflection and reflective practice, the study will try to use "A semiotic approach towards add-on peer-assisted assessment to improving competence of reflection and reflective practice of clinical medical students" that is based on an established, peer-assisted, active engaging, interactive and effective model for observing learner performance, doing self and peer assessment, practicing reflection and immediate multisource feedback, guiding by the tutor, and fostering self-directed learning in the routine clinical teaching activities for a small group of learners. Methods: Mixed methods including qualitative and quantitative study will be adopted in this project. All levels of clinical learners (undergraduates and junior postgraduates) rotating to the Departments of Neurology and General Medicine in our institution will be invited and enrolled for study after getting the informed consent. Clinical learners are usually arranged for the primary care in the hospitalized wards, and assigned to at least one outpatient teaching clinic monthly in all clinical training departments. To understand the short-term and long-term effects of competence of reflection and reflective practice with and without APALI model, series of quantitative (basic characteristics of trainers, learners and patients, surveys of satisfaction and questionnaires, and mini-CEX scoring and another assessment data of learners during follow-up period) and qualitative (mainly from the interviews of learners, and feedback of open questions from learners, nurses, and patients/families) information will be collected for analyses of outcomes and limitations in different levels and clinical settings during the three-year study period. Predicted results: The following outcomes will be expected to be achieved. 1. The APALI learners will be more active and interactive during clinical assessment activity with nearly full engagement as compared those of previous traditional assessment by mini-CEX. 2. The feedback skills and self-reflection competence of the learners will be improved after the clinical assessment activity (APALI) from the analysis of contents of feedback as compared those of previous mini-CEX data. 3. Comparison of scoring difference among the tutor and learners. 4. Comparison of qualitative analysis between intervention and control groups by qualitative study will be more detailed understanding after the intervention. The advantages and disadvantages with self and peer-assisted assessment and feedback in a mini-CEX will also be more clearly understood. The APALI model, integrating the tutor roles of planning for instruction, using multiple methods of teaching and evaluating, observing learner performance, providing feedback, and many important educational roles replaced by the learners and their peers to foster their self-directed learning, in one assessment (teaching/learning) activity. All the study results will be disseminated via the meeting of Ministry of Science and Technology, national and international conferences of medical education, and published papers. It will be more effective to achieve the learning outcomes. Clinical learners will have the competence of self-reflection and practice-based learning and improvement after implementing APALI model.

Project IDs

Project ID:PF10708-0962
External Project ID:MOST107-2511-H182-010
Effective start/end date01/08/1831/07/19


  • Residents-as-Teachers
  • Role Model
  • Residents
  • Faculty Development


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