Table 4. Student assessment method of preceptors for Medical Laboratory Science clinical practicum education programs in Ethiopia, 2021(N = 304).
| Statements | Not capable n (%) | Beginner n (%) | Advanced beginner n (%) | Competent n (%) | Proficient n (%) |
|---|---|---|---|---|---|
| Select and use assessment methods that are matched with the learning outcomes | 34(12.1) | 39(12.8) | 69(22.7) | 106(34.9) | 56(18.4) |
| Workplace based assessments | 21(6.9) | 36(11.6) | 69(22.7) | 104(34.2) | 74(24.3) |
| Individual oral interview/exam/Viva | 28(9.2) | 37(12.2) | 67(22) | 113(37.2) | 59(19.4) |
| Objectively structured practical exams (OSPEs) | 39(12.8) | 28(9.2) | 67(22) | 105(34.5) | 65(21.4) |
| Performance/ procedural checklist | 28(9.2) | 32(10.5) | 69(22.7) | 107(35.2) | 68(22.4) |
| Use assessment data to enhance the practical teaching-learning process | 29(9.5) | 39(12.8) | 65(21.4) | 105(34.5) | 66(21.7) |
| Maintain accurate records of student progress | 25(8.3) | 29(9.5) | 65(21.4) | 107(35.2) | 75(24.9) |
| Provide timely constructive feedback to students | 20(6.6) | 32(10.5) | 70(23) | 103(33.9) | 79(26) |