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From Seeking Support to Taking Action: Documenting Health Students' Strategies and needs to Inform a Program of Preparation for Practical Assessments
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From Seeking Support to Taking Action: Documenting Health Students' Strategies and needs to Inform a Program of Preparation for Practical Assessments

Kellie Toohey A/Prof, Jena Buchan, Luke Del Vecchio, Jodie Cochrane Wilkie, Donna Wilson, Sally Sargeant, Karlah Norkunas, Jaime Doumas and Fiona Naumann
SSRN, Vol.Series Paper No. 40
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
14/11/2025
DOI: https://doi.org/10.2139/ssrn.5745704
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Preprint (Author's original)Free to Read,  Open

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Abstract

health education practical assessments exam preparation clinical skills assessment worry
This exploratory study investigated the preparation and support-seeking strategies of health students undertaking practical assessments. Crucial for demonstrating professional competence, these assessments often cause high worry and stress, subsequently impacting performance and wellbeing. An anonymous online survey (N=95) revealed considerable worry around undertaking such assessments (average self-rated score 4.2 out of 5). Seeking peer support for study and wellbeing was common, with multiple students highlighting unmet support needs, and only 5% turning to university health and wellbeing services. A range of preparation techniques were employed, including study with peers and reviewing notes, but there were variations in perceived effectiveness. This suggests there may be an opportunity to improve how students are supported to select and employ more effective review strategies. Students also reported a desire for preparation activities such as video recordings and sessions with academics. However, such approaches are not currently employed across all programs, highlighting further opportunities for university-driven assessment preparation initiatives. Overall, the results spotlight the need for additional student-centred support, such as guided peer learning, helping students 'learn how to learn', and mock assessments, to build resilience and confidence. Implementing such strategies could help reduce worry and promote professional growth, ultimately enhancing student preparedness and success in practical assessments and future professional practice.

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