Authentic assessment for active learning in simulation: a multidisciplinary reflection

Background: Assessment must reflect the combined technical, non-technical and procedural competencies expected in the profession in order to promote workforce readiness. The pharmacy and Exercise Physiology curriculum at James Cook University expose students to simulated and real patient scenarios specifically designed to improve workforce readiness. This pedagogy requires assessment tools that help students prioritise their learning, reflect upon accepted industry standards and promote critical reflection. Summary of work: This project critically reflects on the assessment process in our simulated environments and unpacks the common themes for success across the two disciplines as well as the role of assessment in simulation. Summary of results: The themes identified for discussion are: 1 Assessment tools that engage students, tutors and subject coordinators; 2 Authenticity and validity of assessment; and 3 Interplay between the assessment FOR and OF learning. Conclusions/Take-home messages: Well developed assessment and feedback processes maximise the opportunities afforded by simulation-based pedagogies. Assessment methods need to be transferable into future practice, feel real and be responsive to the needs of the individual student. This cross-disciplinary approach has identified 3 critical aspects to consider when designing assessment in simulation, which are transferable to a broad cross section of health degrees