Modules 3 and 4 within the ECHO28009 unit will be linked to online quiz assessments. All content presented in lectures, tutorials and within prescribed readings for these modules is assessable. 

Quiz 1 will assess your understanding of the content presented in Module 3 (Imaging in Practice)

Quiz 2 will assess your understanding of the content presented in Module 4 (Future Considerations in Echocardiography).

The parameters below apply to each of the two (2) quizzes:

• The online quiz will include multiple choice and short answer style questions.
• The online quiz will be open for 45 minutes.
• Once started, the quiz cannot be paused or restarted.
• Only one (1) attempt is permitted.
• While resources (such as lecture notes and prescribed readings) may be referred to throughout the quiz, students should rely on their own understanding of content material to answer questions within the allocated time. Since student responses must demonstrate authentic consideration of professional dialogue, the use of auxiliary digital technologies such as genAI and grammar checking software is not permitted.
• The quiz must be started at least 45 minutes prior to the closure time, to take advantage of the entire time allowance.
• Any 'open' (not submitted) attempts will automatically be submitted at the time of test closure.
• In the absence of an approved extension, students will receive a mark of zero (or fail) for this assessment, if it is not attempted by the scheduled date and time.
• The 72 hour grace period does not apply to this assessment.

Students are reminded that IT support from the university Information and Technology Division (TASAC) is only available during AEST business hours.

These online quiz assessments are to be undertaken as an individual. As with all other university examinations, colluding with other students on non-group work tasks is considered academic misconduct, and may lead to action being taken by the Deputy Dean of Learning and Teaching HMAS.

Level of GenAI use allowed:

Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. 

Students are advised to refer to the ‘Assessment Policy and Procedure (Higher Education Coursework)’ document for additional university guidelines regarding assessments.

Each online quiz is worth 30% of the available marks for the unit. Quiz responses will be assessed according to the student’s:

• use of appropriate terminology and descriptors;
• depth of reflection;
• ability to succinctly respond with accurate answers;
• ability to appropriately interpret presented sonographic images and cardiac assessment data (applicable to quiz 1 only);
• demonstrated understanding of module content.

Assessment Overview: 
The Reflective Practice Assignment is designed to simulate a collaborative clinical learning environment and has been developed with consideration of the Dreyfus Model of Skill Acquisition¹, the Professional Competency Framework for Sonographers², and best practice guidelines published by the American Society of Echocardiography (ASE)³.

This assessment task comprises three (3) components:

• Video presentation
• Peer feedback provision
• Evaluation of peer feedback

These components will be completed in a stepwise manner using the Feedback Fruits platform, which is accessible via the Assessment tab on the unit Moodle site.

 
Case Selection and Focus
For this assessment, students are required to select and present a clinical case encountered during their clinical placement. The selected case should centre on student–patient interaction, and may also include interaction with a supervising sonographer or cardiologist where relevant.

Students undertaking clinical practicum must source their case study from their placement site and adhere strictly to patient confidentiality protocols. Students not currently attending clinical practicum must contact the Unit Coordinator to obtain an appropriate case study for discussion.

The primary focus of this assessment is the demonstration of professional “soft skills” in echocardiographic practice. 

Students should discuss their clinical decision-making process, particularly how scan strategy was adapted in response to patient/relatives communication or challenges encountered during the examination. Where appropriate, discussion of supervisor/cardiologist input and its contribution to learning and decision-making may be included.

This assessment is not intended to focus on detailed image interpretation, pathology description, or quantitative echocardiographic parameters. Instead, emphasis should be placed on:

• Patient communication and interaction
• Clinical reasoning and decision-making
• Adaptation of scan strategy in real-world practice
• Professional judgement in response to unexpected or complex situations

Students are required to present their case using a slide deck presentation, with their camera turned on, and record the presentation. The recorded presentation must be no longer than 8 minutes.

This task supports the development of reflective, patient-centred practice and provides an opportunity for students to demonstrate emerging clinical reasoning skills through effective communication, adaptability, and professional decision-making in echocardiography.

 
Component 1: Video Presentation
Guided by lecture content, tutorials, and provided exemplars, students will present a clinical case study to their peers via a recorded video presentation. The presentation should include discussion of:

• Pre-scan considerations (patient interaction and clinical context)
• Scan strategy and assessment approach (highlighting key considerations and adaptations)
• Post-scan considerations (learning outcomes identified by the student and how this may influence everyday/future practice)
  Please refer to the academic integrity and referencing guidance below when preparing this component.

 
Component 2: Peer Feedback Provision
The Feedback Fruits platform will automatically allocate students to review peer video presentations once submissions are uploaded. Each student will be required to provide feedback to two (2) peers.

Peer feedback should be constructive, respectful, and professional, reflecting the collegial communication expected within a multidisciplinary healthcare team. Guidelines for providing effective feedback will be discussed in unit content, and structured prompts will be provided within the Feedback Fruits platform. Peer feedback will remain anonymous within the student cohort, but not to the Unit Coordinator.

 
Component 3: Feedback Evaluation
In the final component of the assessment, students are required to critically reflect on the peer feedback received, evaluating its usefulness and identifying areas for professional development where appropriate. Reflection guidance will be provided within unit materials.

 
Academic Integrity and Referencing
Academic integrity requirements apply to all components of this assessment, including referencing. The video presentation must include a written reference list. In accordance with Vancouver referencing guidelines, any use of generative artificial intelligence (genAI) must be referenced in-text and explicitly stated within the audio narration.

Use of Generative AI for this Assessment
Students are permitted to use Generative Artificial Intelligence (GenAI) for this assessment in a limited and transparent manner.

If GenAI is used in any capacity, it must be acknowledged and cited in accordance with CQUniversity guidelines (Academic Learning Centre). Students who choose to use GenAI are required to include the following declaration on a separate page at the end of the presentation:

“I have used (insert technology) to (describe how it was used) in accordance with the requirements of this unit. The reason for using this technology was to (explain why it was used). The details of how it was used include (provide a brief explanation). I hereby declare that this submission is an appropriate representation of my own individual skills and abilities and meets the requirements of the assessment task.”

Given the complexity of reflective practice and case-based discussion, students are strongly advised not to rely on large language models (LLMs). These tools often lack the specificity, contextual awareness, and clinical accuracy required to meaningfully interpret clinical scenarios and reflective experiences.

The 72 hour grace period does not apply to this assessment item.

Students should also refer to the Assessment Policy and Procedure (Higher Education Coursework) for further university guidance.

1. Dreyfus S. The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science, Technology & Society. 2004;24(3):177-181.

2.Childs, Jessie; Thoirs, Kerry; Osborne, Brooke; Halligan, Toni; Stoodley, Paul; Quinton, Ann; et al. (2021): Professional Competency Framework for Sonographers. figshare. Online resource. https://doi.org/10.6084/m9.figshare.17148035.v2 

3. American Society of Echocardiography. Organization of professionals committed to excellence in cardiovascular ultrasound [Internet]. Asecho.org. 2022 [cited 6 January 2022]. Available from: https://www.asecho.org/

Students will be assessed on all three (3) components of this assessment task. Criterion descriptors in the assessment rubric (available on the Moodle site) will be considered in accordance with the unit-defined competency level ‘advanced beginner’, as detailed on the assessment rubric.

Since submission of individual components in this assessment item impacts peer assessments, late submissions will not be permitted. If assessments are not submitted by the deadlines without approved extension, this will result in a fail grade for this assessment.