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Ms Liz Anderson

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Background why is assessing 'Professional Behaviour' an issue? ... disorganised casualness or an inability to grasp the significance of her behaviour' ... – PowerPoint PPT presentation

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Title: Ms Liz Anderson


1
Ms Liz Anderson Dr Hayley Richards
  • Changing our approach to assessing professional
    behaviour

2
Aims
  • Background why is assessing Professional
    Behaviour an issue?
  • The University of Bristol approach to assessment
  • Case study example

3
Different discourses in medical education through
the ages
  • different definitions of in competence ??

4
Fitness to Practice?
  • Societies expectations of what doctors are and
    what they changes and a contemporary discourse
    makes doctors accountable to the public in full
    view of the media spotlight

5
Doctors and Society
  • Until quite recently, the role of doctors in
    peoples lives. were well understood. That is no
    longer the case. Social and political factors,
    together with the achievement and promise of
    medical science, have reshaped attitudes and
    expectations of both public and doctors.
  • Royal College of Physicians 2005

6
Good Medical Practice
  • Patients must be able to trust doctors with their
    lives and well-being. To justify that trust, we
    as a profession have a duty to maintain a good
    standard of practice and care and to show respect
    for human life.
  • GMC May 2001

7
Promoting Professional Development
  • Explicit values/attitudes/behaviours that are
    repeatedly demonstrated in the learning
    environment
  • Curriculum should incorporate model of emotional
    as well as cognitive development
  • Mentorship should be encouraged
  • Reflective styles of teaching learning promoted
  • Howe, A. Medical Education 2002
  • Hilton Slotnick, Medical Education 2005

8
Assessing Professional Behaviour
  • Little evidence for predictors at admission
  • Evaluation of attitudes and behaviours, like
    conscientiousness, good timekeeping, good record
    keeping, appear to be predictors
  • Self assessment relatively inaccurate
  • Stern et al, Medical Education 2005
  • Poorly performing doctors more likely to have
    exhibited attitudinal problems at medical school
  • Papadakis et al 2004

9
Bristol Approach
  • Professional behaviour assessed on three
    dimensions
  • Appearance
  • Attendance punctuality
  • Attitude behaviour

10
Students who fail professional behaviour
  • sub-standard professional behaviour results in a
    review of clinical knowledge

11
The Remedial Placement Assessment methods
  • Reflection
  • Formative assessment
  • Formative feedback
  • Peer assessment
  • Personal goal setting
  • Direct observation
  • Self-assessment
  • Discussion
  • Self-directed enquiry
  • Role modelling

12
The Remedial Placement The Students
  • disorganised casualness or an inability to grasp
    the significance of her behaviour.
  • in spite of his clear intellectual ability, he
    hasnt been able to perform at an acceptable
    level.

13
Reflection
  • discuss professional issues in a safe
    environment, personalize them and, it is hoped,
    internalize them over the course of education and
    training Maudsley Strivens 2003
  • The insight gained becomes part of a larger body
    of knowledge described as tacit that which one
    knows but cannot tell Polyani 1958
  • Development of professional identity

14
Formative Assessment and Feedback
15
Formative Feedback
16
Formative Assessment and Feedback
  • For feedback to be successful,
  • The student must possess a concept of the
    standard (or goal) being aimed for Sadler 1989
  • The teacher must share the same concept of the
    goal Hounsell 1997

17
Formative Feedback Constructivist model
From Juwah et al 2004 Enhancing Student Learning
through Effective Formative Feedback
18
Peer Assessment
  • Correlate with faculty opinion
  • Stable over time
  • Halo effect
  • Individual level
  • Near-peer assessment
  • Multi-disciplinary

19
Student comments
  • All students should have the opportunity to do
    this
  • Memorising is not always the best way to learn
  • I never thought much about what it really means
    to be a doctor

20
Summary
  • Prioritize the teaching assessment of
    professional behaviour from Year 1 upwards.
  • Reflection formative feedback are powerful
    tools, but teachers may need more guidance.
  • Desired behaviours must be made explicit.
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