Assessment in Healthcare EducAtion goes Digital

<< Background >>Innovation approaches such as digital assessment are expected to drive the modernisation of education systems in a rapidly increasingly digital world (Kapsalis et al. 2019), and as a result of the past Covid-19 pandemic. Digital assessments can be used in different ways, e.g. for monitoring of learner`s progress, facilitating feedback to learners and supporting teachers to evaluate their teaching strategies. In this context, we applied for this funding to develop innovative ways to close the gap between required and available digital assessments. The assessment of skills such as handwashing was identified as universal in healthcare and across project partner disciplines i.e. nursing, medicine, surgical assistants. Skills assessment, which at the beginning of the project was predominantly paper-based in a face-to-face classroom-type fashion, proved ineffective in many ways. For one, it is resource intensive. Up to several hundred learners need to be assessed every year. In the lead organination (DCU), the assessment of handwashing takes weeks to complete and approx.10-15 teachers to perform the assessment. Creating digital assessments assists in decreasing human resources whilst increasing accuracy and self-directed learning.<< Objectives >>The project AHEAD aimed at enhancing digital assessment in the field of health care education across four European countries, namely Ireland, Germany, Poland and Georgia. It was mainly related to area 3 and 4 of the Framework for Digital Competence of Educators (DigCompEdu): (i) teaching and learning and (ii) assessment.The AHEAD project focus on mainly two sub-elements of assessment (Redecker, 2017): (1) assessment strategies, and (2) feedback and planning and it addressed three target groups: school-based teachers, practice-based teachers and learners in health care education. The objectives of the AHEAD project were as follows:*Engaging participants and encourage them to become involved in the transformation towards digital healthcare assessment *Fostering digital assessment that is in-line with ongoing Higher and VET education and EU Digital Education agendas *Addressing knowledge and skills gaps, hopes and concerns of teachers and learners, and develop their capabilities in the area of digital assessment *Developing video-based self-assessment and peer assessment by means of innovative technologies (AI) and software, *Rewarding learning by means of open source digital badges / micro-credentialing. << Implementation >>There were various activities implemented during the course of this project, relating to collaboration, quality assurance and monitoring and communication. Collaboration activities included emails, phone calls and regular Zoom calls. In order to enhance the project outcomes, Steering Group members and Associate partners were involved as well during the duration of the project. We held online steering group meetings where we updated and engaged members. Associate partners were informally involved and played an important part in regards to accessing and recruiting participants for the PRs, as well as assisting the partner organisations with their allocated work packages. One example is the development of the handwashing guide based on WHO (2009) guidelines. Associate partners assisted in identifying an additional step (wrist washing), which was agreed upon across partner countries and included throughout the project.Shared Google folders assisted in collaboration across partner institutions on an ongoing basis.Transnational project meetings played a major role in cultural competency development across partners, developing an understanding of each context in which to implement the project, and they were hugely important in brining the project forward. The Multiplier Event at the end of the project was a major activity which allowed for project result dissemination at local, national and international level. Delegates from within the country and internationally engaged in person and online via Zoom. Quality assurance and monitoring activities including regular meetings, minute-keeping, verbal and written online evaluations. The project possessed a high quality and experienced partners who were technically capable of achieving the scientific and technological objectives of this project, and who were motivated to ensuring that the results of the project are met and indeed used after the completion of the project. Quality management and monitoring activities were supervised by the project coordinator, DCU, and they were supported by partners HIO, ISU and MUL. Each team lead took a particular role in ensuring that quality and achievements were central features of the ongoing project work. Quality management includes reviews and audits on the project progress that were carried out during regular project meetings (face-to-face or virtual meetings). Project evaluations took place at the end of each Transnational meeting to monitor project progress and to assess quality. The type of questions included related to project management, communication and project results. A detailed account of the evaluations carried out as part of the project, is submitted in a separate document in this report. Communication activities varied from face-to-face to virtual. They were mainly guided by the lead organisation and supported by all partners. It commenced with a virtual kick-off meeting in November 2021, where partner institutions introduced themselves and outlined their plans for the project result that they were leading. A Team Charter was developed at the beginning of the project outlining the teams' strengths, weaknesses, expectations and concerns. It is believed, that this team charter as hugely helpful in establishing good communication from the very beginning, expectations and understandings were clear from the outset of the project which was extremely beneficial. Each internal team held their own local team meetings and brought ideas and suggestions to the larger group during meetings. When strategic decisions needed to be taken, such as how to solve conflicts, how to tackle technical risks and manage changes in the work plan, etc., it was the main responsibility of the Project Coordinator (DCU) to seek consensus within the larger group. Agreement was usually achieved through a vote, there were never any major conflicts or difficulties. The Project Coordinator, together with the AHEAD consortium, developed an list with team members from each partner institution allocated to support each project result. This was very useful and assisted in identifying responsibilities and guide communication throughout the project. << Results >>The 2.5 years (Nov. 2021 – May 2024) Erasmus+ funded project: Assessment in Healthcare EducAtion goes Digital ‘AHEAD’ aimed at enhancing digital assessment in the field of healthcare education across four European countries (Ireland, Germany, Georgia and Poland). The project was divided into 5 main activities, namely:Output 1: Co-Creation workshops and surveys. Within this activity, we were involving participants from each partner institution in co-creation workshops and surveys to develop insights into teachers' and learners' digital transformation needs.Output 2: Competency Framework: A competency framework based on the EU DigCompEdu framework was developed and specifically designed for self assessment of teachers and learners and in the field of digital assessment.Output 3: Micro-learning units. Micro-learning units were developed based on the results of Activity 1 & 2. The aim was to enhance teacher-and learner competencies and assist in the integration of digital assessments in their teaching and learning practice.Output 4: Digital peer assessment. In this activity, project partners developed a digital rubric and peer assessment where students can provide peer feedback on a video-recorded skill. Students were empowered to become involved in assessment and to impact on the grade awarded to learners for a healthcare related skill.Output 5: Video-based assessment using Artificial Intelligence. For this activity we designed and trained a video-based hand washing assessment tool using artificial intelligence. Learners can wash their hands under a camera, led lights flash green if the steps are performed correctly. Upon successful completion, learners receive a passcode and a digital badge as evidence of achievement. The digital badge was also specifically developed and the process from AI-based assessment to receipts of digital badge tested within this project. Other results of this project included various dissemination activities including blogs on EPALE, social media and articles in local newsletters and newspaper. Some presentations and local, national and international scientific conferences as well as the drafting of articles for peer-reviewed healthcare journals. Details on dissemination activities can be found in the separate dissemination track-record and summary submitted with this application.