ABSTRACT
This article considers Ifenthaler and Schumacher's (in Educ Technol Res Dev 64(5):923-938, 2016) paper entitled "Student perceptions of privacy principles for learning analytics" from a policy perspective. The increasing shift to digital occurring across the education landscape has resulted in greater access to data that can be used to enhance the student learning experience. However, it is essential that appropriate policy be in place to ensure the ethical use of such data, and equally important that the student voice be included in the development of such policy. Ifenthaler and Schumacher's study investigates students' preferences for the types of learning analytics systems they would like to be able to access and willingness to share their data for use in these systems. They find that students would like access to learning analytics systems that provide a broad range of information that can promote metacognitive awareness and provide personalised feedback, but are not entirely comfortable with sharing the full range of data necessary to inform such systems. These findings are important in acknowledging the difficulties in building a shared understanding and vocabulary when speaking to students about the possibilities and ethical implications of learning analytics. Consequently, further consideration is needed to build students' understanding of the purposes and benefits of sharing data as well as awareness of the range of policies that inform a consultative process around systems implementation to ensure transparency and accountability so that learning analytics can play an effective, but safe, role in our increasingly digital education environments.
ABSTRACT
BACKGROUND: A Clinical Log was introduced as part of a medical student learning portfolio, aiming to develop a habit of critical reflection while learning was taking place, and provide feedback to students and the institution on learning progress. It was designed as a longitudinal self-directed structured record of student learning events, with reflection on these for personal and professional development, and actions planned or taken for learning.As incentive was needed to encourage student engagement, an innovative Clinical Log station was introduced in the OSCE, an assessment format with established acceptance at the School. This study questions: How does an OSCE Clinical Log station influence Log use by students? METHODS: The Log station was introduced into the formative, and subsequent summative, OSCEs with careful attention to student and assessor training, marking rubrics and the standard setting procedure. The scoring process sought evidence of educational use of the log, and an ability to present and reflect on key learning issues in a concise and coherent manner. RESULTS: Analysis of the first cohort's Log use over the four-year course (quantified as number of patient visits entered by all students) revealed limited initial use. Usage was stimulated after introduction of the Log station early in third year, with some improvement during the subsequent year-long integrated community-based clerkship. Student reflection, quantified by the mean number of characters in the 'reflection' fields per entry, peaked just prior to the final OSCE (mid-Year 4). Following this, very few students continued to enter and reflect on clinical experience using the Log. CONCLUSION: While the current study suggested that we can't assume students will self-reflect unless such an activity is included in an assessment, ongoing work has focused on building learner and faculty confidence in the value of self-reflection as part of being a competent physician.
