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PROTOCOL: Learner‐educator co‐creation of student assessment in health professional education courses: A scoping review protocol

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  • Laura A. Killam
  • Rylan Egan
  • Christina Godfrey
  • Amanda Ross‐White
  • Pilar Camargo‐Plazas
  • Mercedes Lock
  • Marian Luctkar‐Flude

Abstract

This is a protocol for a Campbell Review following JBI scoping review methodology. The objectives are to answer the following questions: What has been reported in the literature about collaborative learner‐educator design, implementation, or evaluation of learner assessment in health professional education? (1) Where is learner‐educator co‐creation of assessment occurring? (i.e., which disciplines, course types, level of learner, year of study). (2) What course assessment decisions are influenced or being made together? (i.e., assessment instructions and/or grades). (3) How much influence do learners have on decision‐making? (i.e., where does it fall on Bovill and Bulley's ladder of participation). (4) How do learners and educators go about making decisions together? (i.e., discussion or voting, with a whole class or portion of the class). (5) What are the perceived benefits, disadvantages, barriers, and/or facilitators reported by the authors?

Suggested Citation

  • Laura A. Killam & Rylan Egan & Christina Godfrey & Amanda Ross‐White & Pilar Camargo‐Plazas & Mercedes Lock & Marian Luctkar‐Flude, 2024. "PROTOCOL: Learner‐educator co‐creation of student assessment in health professional education courses: A scoping review protocol," Campbell Systematic Reviews, John Wiley & Sons, vol. 20(2), June.
    • Handle: RePEc:wly:camsys:v:20:y:2024:i:2:n:e1392
    DOI: 10.1002/cl2.1392
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