The Kirkpatrick Assessment for the "BackwordedTM" Technique Approach for Scoping Review Training Course

Abstract

Postgraduate students struggle with understanding the process of scoping reviews and how to effectively conduct them. This study aims to evaluate the application of Backwarded technique as a teaching approach in scoping review training course using Kirkpatrik model. The Backworded technique is a newly innovative approach emphasise fostering students' thorough comprehension of content by first pinpointing desired results, essential questions, knowledge, and skills, then creating assessments and instructional activities. The technique aimed to enhance teaching and learning objectives for the scoping review training course. This study utilised the 4 levels of Kirkpatrick model incorporating Relevancy, Satisfaction, Learning and Behaviour. Sixteen postgraduate students participated in the scoping review training course and were involved in the data collection. Results showed the majority of the students strongly agree to the relevancy and satisfied to the training course. 90% of the students learnt from the course and shows changing behaviour. The result explained that students improved skills in curriculum mapping, identifying learning priorities, and aligning objectives, assessments, and activities align with the Backworded technique. Teachers noted enhanced lesson clarity, increased student engagement, and improved ability to activate prior knowledge and customise instruction.