Process mining of WBA logs shows students typically start with Handwashing, then Pulse and History, with frequent looping back to basic clinical skills¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2021 · checked against its sources 2026-10-27 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Process maps built with Fuzzy Miner show students normally start with Handwashing, followed by Pulse and History, and NEWS scoring is normally attempted after other basic clinical skills. → Alicja Piotrkowicz 2021 q2 i? Frequent loops, i.e. repetitions of clinical skills, appear in the process maps and may point to self-regulation through acting on feedback and repeating an assessment. → Alicja Piotrkowicz 2021 (2)

Evidence¶

Alicja Piotrkowicz 2021¶

Alicja Piotrkowicz, Kaiwen Wang, Jennifer Hallam, Vania Dimitrova. (2021). Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain. International Journal of Artificial Intelligence in Education 31:1022–1052. https://doi.org/10.1007/s40593-021-00264-0

q2 · i? · associational · r1

Process map analysis (numerical result from the Fuzzy Miner algorithm in PrOM 6.82, Fig. 4) of timestamped WBA event logs for each year group. The maps show the typical starting sequence and that NEWS scoring follows basic skills such as blood pressure and pulse.

"We can see students normally start with Handwashing which serves as an introduction to use of Clinical Skills Passport, followed by Pulse and History."

Alicja Piotrkowicz 2021 (2)¶

Alicja Piotrkowicz, Kaiwen Wang, Jennifer Hallam, Vania Dimitrova. (2021). Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain. International Journal of Artificial Intelligence in Education 31:1022–1052. https://doi.org/10.1007/s40593-021-00264-0

q2 · i? · associational · r1

Interpretation of looping patterns in the process maps and common subprocesses (Table 4), which mostly revolve around basic clinical skills such as pulse, blood pressure, temperature, respiratory rate and oxygen saturation. The self-regulation reading is the authors' interpretation, flagged as needing further analysis.

"It is also interesting to note the frequent loops, i.e. repetitions of clinical skills. This could be pointing to some level of self-regulation, i.e. the cycle of acting on feedback and repeating an assessment of the same skill."

Discussion¶

Related Claims¶

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