In response to the rising challenges posed by generative artificial intelligence (Gen-AI) tools in maintaining the integrity of traditional theory examinations (Yusuf et al., 2024), alternative assessment methods are becoming increasingly necessary. Specifically, in physiotherapy education, assessments must not only evaluate student competency but also foster the development of workplace skills critical for work-integrated learning and future clinical practice. One such innovative assessment method, the Interactive Oral Assessment (IOA), has been successfully implemented across various disciplines, including medicine and physiotherapy (Clowder & Toms, 2008), with reported benefits such as enhanced student engagement, critical thinking, and communication skills (Sotiriadou et al., 2020). These skills are essential for improving employability and preparing students for clinical environments.
Introduction/Background
At Charles Sturt University (CSU), where many physiotherapy students come from regional areas and are likely to serve these communities post-graduation, addressing student anxiety associated with traditional examinations became a priority. Previous experience indicated that while students excelled in clinical settings, they often struggled with the pressure of theory exams. This observation, coupled with concerns about the impact of Gen-AI, prompted the convenors of two crucial third-year physiotherapy subjects—PHS313 (Foundations of Musculoskeletal Physiotherapy Practice) and PHS301 (Acute Care Physiotherapy Practice)—to replace traditional theory exams with IOAs in session 1, 2024. The IOAs were introduced to better align assessment methods with the practical, communication, and critical thinking skills required in clinical practice.
Aims/Objectives of the presentation
The aim of this presentation is to highlight the effectiveness of IOAs in enhancing students' readiness for their clinical year and future careers. It will cover the process of implementing IOAs, including the challenges and benefits, and present data on student feedback and performance outcomes.
Methods
To assess the success of the IOAs, two customised questions were added to the Subject Experience Survey (SuES) to collect student feedback. The qualitative and quantitative data from the survey, along with a comparison of the 2023 theory examination results to the 2024 IOA results, were analysed.
Results
The results indicated a significant improvement in student performance, with average IOA marks of 71% in PHS313 and 70% in PHS301, compared to 57% and 59%, respectively, for the previous year’s theory exams. Additionally, 80% of students responded positively to the IOAs, expressing that the assessment method better allowed them to demonstrate their knowledge and prepare for clinical placements and future careers.
Discussion
The IOA provided numerous benefits, including reduced student stress, improved communication skills, and increased confidence in their clinical abilities. For assessors, the IOA offered a more enjoyable and time-efficient way to evaluate students, allowing for a comprehensive assessment of student understanding. However, the initial time commitment required to design and implement the IOAs was identified as a key challenge.
Conclusion
In conclusion, the introduction of IOAs in these third-year physiotherapy subjects proved to be a viable and effective alternative to traditional theory examinations. The overwhelmingly positive student experience, combined with the ability to maintain academic integrity in the Gen-AI era, supports the continued use of IOAs as a clinically authentic and efficient assessment tool.
