Neil Spike Head, Department of General Practice Director of Training and Assessment Monash Universit

1
Neil SpikeHead, Department of General
PracticeDirector of Training and
AssessmentMonash University

• Assessment
• The Monash experience!

2
Acknowledgements

• Professor Cees van der Vleuten
• A/Professor Lambert Schuwirth

3
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

8
The 5 year MBBS course

• Why me?
• Why change?
• Why 5 years?
• Running 2 courses concurrently?
• Realistic time frames?

9
Realistic time frames

• When a man knows he is to be hanged in a
  fortnight, it concentrates his mind wonderfully.
• Samuel Johnson

10
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

11
Development process

• Share roles and responsibilities and blame
• Ownership and involvement
• Faculty
• Departments
• Staff (including casual staff)
• Students
• Public?

12
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

13
Course structure

• Integrated curriculum
• Four themes
• Personal professional development
• Society, population, health and illness
• Foundations of medicine
• Clinical skills
• PCL and PBL
• www.med.monash.edu.au/medical/structure.html

14
Support structures

• University Policies and Procedures
• Organisational structure course structure
• Committees, sub-committees, working groups, etc.
• Medical education expertise
• How can discipline specific departments deliver
  an integrated curriculum?

15
Structure
16
Structure
17
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

18
Principles - general

• Assessment will reinforce the broad educational
  objectives of the curriculum
• Formative assessment will be a prominent
  mechanism of assessment
• Summative assessment will validate and enhance
  student learning

19
Principles - reinforcing educational objectives

• Assessment will
• be aligned with curriculum objectives and course
  delivery
• be horizontally integrated across the four themes
  of the curriculum and vertically integrated
  through years of course
• be criterion referenced
• use clinically-relevant scenarios
• identify both struggling and excelling students

20
Principles integration of assessment

• Horizontal integration will be achieved by
  ensuring that all assessment tasks include
  material from more than one theme.
• Vertical integration will be achieved by making
  assessment cumulative
• material presented in earlier semesters will be
  assessed in later semesters.
• Vertical integration will be enhanced by the
  introduction of a progress test (Vertical
  Integration Assessment (VIA)) for Year 2 and Year
  4 students).

21
Principles - formative assessment

• Formative assessment will
• be extensively available to allow students to
  monitor their own progress
• expose students to tasks they will encounter in
  summative assessment tests
• be frequent, diverse and relevant

22
Principles - summative assessment

• Summative assessment will be used to validate
  student learning
• The burden of summative assessment will be such
  so that it enhances rather than interferes will
  learning
• Summative assessment will comprise both ongoing,
  within-semester, and end-of-semester tasks

23
Overview

• The 5 year MBBS course
• Development process
• Support structures
• Principles
• Lessons

24
Lessons
25
Lessons

• Everybody is an expert in assessment
• Few have an expert approach
• Concepts are neglected in favour of methods
• Need to focus on content rather than format
• Authenticity learning, assessment, practice

26
A simple model of competence
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine
(Suppl) 1990 65 S63-S7.
Does
Shows how
Knows how
Knows
27
Lessons

• A photograph album rather than polaroids
• More assessments a complete package
• Formative, in-course, summative
• Qualitative and quantitative

28
Utility function
U wrR x wvV x weE x waA x wcC

• U Utility
• R Reliability
• V Validity
• E Educational impact
• A Acceptability
• C Cost
• W Weight

29
Utility function
Weight
U wrR x wvV x weE

• U Utility
• R Reliability
• V Validity
• E Educational impact
• A Acceptability
• C Cost

30
Lessons

• A photograph album rather than polaroids
• More assessments a complete package
• Formative, in-course, summative
• Qualitative and quantitative
• Sampling strategies

31
One instrument for one role?
instruments
1
2
3
4
1
2
roles
3
4
32
Where do we go from here?
Multi-modal assessment
Universiteit Maastricht
sources of information
instruments
1
2
3
4
1
2
roles
3
4
33
Maze
34
What maze?
35
(No Transcript)