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Lessons from High-Stakes Licensure Examinations for Medical School Examinations

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Lessons from High-Stakes Licensure Examinations for Medical School Examinations Queens University 4 December 2008 Dale Dauphinee, MD, FRCPC, FCAHS – PowerPoint PPT presentation

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Title: Lessons from High-Stakes Licensure Examinations for Medical School Examinations


1
Lessons from High-Stakes Licensure Examinations
for Medical School Examinations
  • Queens University
  • 4 December 2008
  • Dale Dauphinee, MD, FRCPC, FCAHS

2
Background FAME Course
Goal today is to offer insights for those of you
working at the undergraduate level looking back
on my two careers in assessment Undergraduate
Assoc. Dean and CEO of the MCC!
3
FAME Course Framework
Assessment Frames Assessment Frames Assessment Frames Assessment Frames Assessment Frames
Themes Knowledge and Reasoning Clinical Skills Workplace Performance Program Evaluation
Scoring, Analysis Reporting
Test Material Development
Standard Setting
Test Design Constructed Response
Test Design Content and Validity
4
Elements of Talk
  • Process be clear on why are doing this!
  • Describe assessment steps written down
  • Item design key issues
  • Structure clear where decision are made
  • Outcome pass-fail or honours-pass-fail
  • Evaluation cycle it is about improvement!
  • Getting into trouble
  • Problems in process questions to be asked
  • Never ask them after the fact ANTICIPATE
  • Prevention

5
Preparing a Course Flow Chart
  • For whom and what?
  • What is the practice/curriculum model?
  • What method?
  • What is the blueprint and sampling frame?
  • To what resolution level will they answer?
  • Scoring and analysis
  • Decision making
  • Reporting
  • Due process

HINT Think project management! What are the
intended steps?
6
Classic Assessment Cycle
Desired Objectives or Attributes
Performance Gaps
Program Revisions
Educational Program
Assessment of Performance
7
Change in the Hallmarks of Competence - Increase
Validity
Practice assessment
Clinical skills assessment
Problem-solving assessment
Knowledge assessment
(adapted from van der Vleuten 2000)
8
Climbing the Pyramid
Does
Shows how
Knows how
Knows
9
Traditional View
Curriculum
Assessment
Teacher
Student
After van der Vleutin - 1999
10
An Alternative View
Curriculum
Assessment
Teacher
Student
After van der Vleutin - 1999
11
Traditional Assessment What, Where How
  • Student-Trainee Assessment
  • Content maps on to the domain and curriculum ?
    to which the results generalize - basis of
    assessment
  • Where and who within set programs where
    candidates are in same cohort
  • Measurement
  • Test or tool testing time is long enough to yield
    reliable results
  • Tests are comparable from administration to
    administration
  • Controlled environment not complex
  • Can attribute differences to candidate? and rule
    out exam-based or error attribution
  • Adequate numbers per cohort

Traditional Tests/Tools at School
Does content map to domain
Test length reliable
Attributable to candidate?
Are tests comparable?
Ideal test or all these qualities!
12
Principle It is all about the context and
purpose your course, then intended use of the
test score - or the program!
  • There is no test for all seasons or for all
    reasons.

13
Written Tests Designing Items
  • Key Concepts

14
Principle
  • ? The case prompts or item stems must create
    low level simulations in the candidates mind
    about .
  • the performance situations that are about to be
    assessed ..

15
Classifying Constructed Formats
  • Cronbach (1984) defined constructed response
    formats as broad class of item formats where the
    response is generated by examinee rather than
    selected from a list of options.
  • Haladyna (1997) constructed response formats
  • High inference format
  • Requires expert judgment about a trait being
    observed
  • Low inference format
  • Are observing behaviour of interest short
    answer checklists

16
Types of CR Formats
  • Low Inference
  • Work sampling
  • Done in real time
  • In-training evaluations
  • Provide rating later
  • Mini-CEX
  • Short answer
  • Clinical orals structured
  • Essays (with score key)
  • Key features (no menus)
  • OSCEs at early UG level
  • High Inference
  • Work 360s
  • OSCEs at grad level
  • Orals (not old vivas)
  • Complex simulations
  • Teams
  • Interventions
  • Case-based discussions
  • Portfolios
  • Demonstration of procedures

Principle - All CR formats need lots of
development planning you cant show up and wing
it!
17
What Do CRs Offer What Must One Consider for
Good CRs
  • The CR format can provide
  • Opportunity candidates to generate/create a
    response
  • Opportunity to move beyond MCQs
  • Response is evaluated by comparing response to
    pre-developed criteria
  • Evaluation criteria have a range of values that
    are acceptable to the faculty of the course or
    testing body.
  • CRs other considerations
  • - Writers/authors need training
  • - Need CR development process
  • - Need topic selection plan or blueprint
  • - Need guidelines
  • - Need scoring rubric and analysis ? reporting
  • - Need content review process
  • - Need test assembly process
  • - May encounter technical issues

18
Moving to Clinical Assessment
  • Think of it as work assessment!
  • Point validity of scoring is key because the
    scores are being used to imply judge clinical
    competence in certain domains!

19
Clinical Assessment Issues
Presentation Grid
  • Context
  • Clinical Skills
  • Work Assessment
  • Overview
  • Validating test scores
  • Validating decisions
  • Examples
  • Exit (final) OSCE
  • Mini-CEX
  • Conclusion

Clinical Skills Mini-CEX
Validating Scoring ? ?
Validating Decisions ? ?
20
Key Pre-condition 1
  • What Is the Educational Goal?
  • And the level of resolution expected?
  • Have you defined the purpose or goal of the
    evaluation and the manner in which the result
    will be used?
  • Learning point
  • Need to avoid Downings threats to validity
  • Too few cases/items (under representation)
  • Flawed cases/items (irrelevant variance)
  • If not you are not ready to proceed!

21
Key Pre-condition 2
  • Be Clear About Due Process!
  • Ultimately, if this instrument is an exit exam
    or an assessment to be used for promotion,
    clarity about due process is crucial
  • Samples Student must know that he/she has the
    right to the last word the board has followed
    acceptable standards of decision-making etc.

22
Practically in 2008, validity implies ...
  • that in the interpretation of a test score
    a series of assertions, assumptions and arguments
    are considered that support that interpretation!
  • ? Validation is a pre-decision assessment -
    specifying how you will consider and the
    interpret the results as evidence that will be
    used in final decision-making !
  • In simple terms for student promotion a series
    of conditional steps (cautions) are needed to
    document a legitimate assessment process
  • ? Critical steps for a valid process leading to
    ultimate decision
  • i.e. make a pass/fail decision or provide a
    standing

23
General Framework for Evaluating Assessment
Methods after Swanson
Evaluation determining the quality of the
performance observed on the test Generalization
generalizing from performance on the test to
other tests covering similar, but not identical,
content Extrapolation inferring performance in
actual practice from performance on the
test Evaluation, Generalization, and
Extrapolation are like links in a chain the
chain is only as strong as the weakest link
4
24
Kanes Links in a Chain Defense - after Swanson
Evaluation
Extrapolation
Includes Scoring and Decision-making
Generalization
5
25
Scoring Deriving the Evidence
  • Content validity
  • Performance and work based tests
  • Enough items/cases?
  • Match to exam blueprint and ultimate uses
  • Exam versus work-related assessment point
  • Direct measures of observed attributes
  • Key is it being scored by items or cases?
  • Observed score compared to target score
  • Item (case) matches the patient problem!
  • And the candidates ability!

26
Preparing the Evidence
  • From results to evidence three inferences
  • Evaluate performance get score
  • Generalize that to target score
  • Translate target score into a verbal
    description
  • All three inferences must be valid
  • Process
  • Staff role versus decision-makers
    responsibilities/role
  • Flawed items/cases
  • Flag unusual or critical events for
    decision-makers
  • Prepare analyses
  • Comparison data

27
Validating the Scoring - Evidence
  • Validation carried out in two stages
  • Developmental stage process is nurtured,
    refined
  • Appraisal stage real thing - trial by fire!
  • Interpretive argument
  • Content validity how do scores function in
    various required conditions?
  • Enough items/cases?
  • Eliminate flawed items /cases

28
Observation of Performance With Real Patients
Evaluation
Extrapolation
- if sees variety of patients
Generalization
7
29
Objective Structured Clinical Examination
(OSCE) - Dave Swanson
Evaluation
Extrapolation
Generalization
10
30
Stop and Re-consider .
  • What were the educational goals?
  • AND
  • How will the decision be used?

31
The Decision-making Process
  • Standard setting
  • many methods
  • But keys are
  • ultimate success
  • fidelity
  • care with which decision is executed is crucial
    must be documented
  • Helpful Hint can also use standard setting for
    defining faculty expectations for content and use
    - in advance of test!

32
The Decision-making Process
  • Generic steps
  • exam was conducted properly
  • results are psychometrically accurate and valid
  • establish pass-fail point
  • and consider each candidates results
  • Red steps require an evaluating process that is
  • Deliberate and reflective
  • Open discussion
  • Black steps decision
  • All members of decision-making board must be in
    or else an escalation procedure needs to be
    established in advance!

33
Examples
  • Work-based mini-CEX
  • Six month rotation in PGY-1
  • Construction steps
  • Sampling grid?
  • Numbers needed
  • Score per case
  • Rating issues
  • Global (preferred) vs. Check-list
  • Scale issues
  • Examiner strategy
  • Not same one
  • Number needed
  • Preparation
  • Awarding standing Pass-fail or one of several
    parameters?
  • Comments
  • OSCE
  • MCC meeting steps
  • Overview how exam went
  • Review each station
  • Discussion
  • Decision use all cases
  • Review results in toto
  • Decide on pass-fail point
  • Consider each person
  • Decide pass-fail for specific challenging
    instances
  • Award standing or tentative decision
  • Comments

34
Appeals vs. Remarking!
  • Again pre-defined process
  • Tending to make a negative decision
  • Candidates right to last word before final
    decision
  • Where does that take place? Must plan this!
  • Differentiate decision-making from rescoring
  • Requires independent ombudsperson
  • Other common issues

35
Delivering the News
  • Depends on the purpose and desired use
  • Context driven
  • In a high stakes situation at a specific faculty
    may want two steps process
  • Tending - to negative decision
  • Notion of right of the candidate to the last word
    before a decision is made has right to provide
    evidence that addresses the boards concerns
  • Final decision
  • Comments/queries?

36
Key Lessons Re-cap
  • Purpose and use of result
  • Overview of due process in promotion
  • Overview of Validity prefer Kanes approach
  • Scoring component of validity
  • Generalization and extra-polization
  • True score variance ? - and error variance ?
  • Interpretation/Decision-making components of
    validity
  • Know due process

37
Are you ready?
  • Are the faculty clear on the ultimate use and
    purpose of the test or exam?
  • How will you track the issues to be resolved?
  • Have you defined the major feasibility challenges
    at your institution and plan!
  • Do you have a process to assure valid scoring and
    interpretation of the result?
  • Do you have support and back-up?

38
Summary and Questions
  • Thank You!

39
References
Clauser BE, Margolis MJ, Swanson DB. (2008).
Issues of Validity and Reliability for
Assessments in Medical Education. In Practical
Guide to the Evaluation of Clinical Competence.
Hawkins R. and Holmboe ES, eds. Publisher -
Mosby Pangaro L, Holmboe ES (2008). Evaluation
Forms and Global Rating Forms. In Practical Guide
to the Evaluation of Clinical Competence.
Hawkins R. Holmboe ES, eds. Publisher -
Mosby Newble D, Dawson-Saunders B, Dauphinee WD,
et al (1994). Guidelines for Assessing Clinical
Competence. Teaching and Learning in Medicine 6
(3) 213-220. Kane MT. (1992). An Argument-Based
Approach to Validity. Psychological Bulletin
Validity. 112 (3) 527-535. Downing S. (2003)
Validity on the meaningful interpretation of
assessment data. Medical Education 37830-7
Norcini J. (2003) Work based assessment. BMJ
326753-5 Smee S. (2003) Skill based assessment.
BMJ 326 703-6
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