The students should gain insight into the research- and experience-based foundation for rehabilitation and be able to use this in a clinical context and in research. Focus is therefore on implementation, monitoring and critical assessment of rehabilitation interventions to ensure that the student acquires skills in applying these.
The students learn a great deal from giving feedback to each other, and there was therefore a wish to use peer feedback on selected tasks in a number of portfolio assignments. The tasks were to use cases as their point of departure, thus training the students’ competences in the performance of complex and real patient care. The tasks were to give the students an opportunity to receive formative feedback during the course, but at the same time, the assessment was to be included as part of the overall assessment in the course.
Blackboard’s peer assessment was used as a tool in the beginning, but later on a change was made to PeerGrade, which can be accessed via Blackboard (ATT: Now we use Brightspace). Both tools can handle the distribution and subsequent administration of assignments that are assessed by fellow students.
70 percent of the students assessed their outcome of the portfolio assignments to be large or very large. They mentioned explicitly that they benefitted greatly from reading fellow students’ assignments and said that they prepare more thoroughly when they need to provide feedback to others.
