|
|
|
| |
||
Intra-Conference WorkshopsComputer Based Assessments are increasingly becoming the preferred method of exam delivery in the UK and US. In the US, the healthcare sector has embraced this delivery method with advocates that include; the American Board of Surgeons, the National Association of Boards of Pharmacy (NABP) and the United Council for Neurologic Subspecialties (UCNS). In the UK, early adopters include the Royal Colleges of General Practitioners, Physicians, and Veterinary Nurses.
This workshop will outline the benefits and challenges experienced by medical educationalists when transitioning from paper-and-pencil to computer-based assessment, alongside an examination of the importance of the size an item bank when using e-Assessment. There will be an opportunity to listen to a case study, see a demonstration and ask questions.
Workshop facilitator(s): Belinda Brunner, Exam Measurement Specialist and
Emma Everitt, Business Development Manager, Pearson VUE
Maximum delegates: 20
As is evidenced by the literature assessment research and development is primarily concerned with individual instruments or methods. However, in most practical contexts one needs to use multiple methods of assessment in order to do a good job. The utility of the assessment of an individual method then shifts to the utility of the method in relation to the programme of assessment. In this view reliability and validity are seen from a different perspective and other criteria may become equally or even more important (consequential validity, resources, etc.). There are many publications on how to design individual assessment methods, but there is an absolute paucity on how to design programmes of assessment. In this workshop we will explore design criteria for such programmes of assessment by using small group work. If possible, bring your laptop for reporting.
Facilitators: Cees van der Vleuten
Maximum delegates: 25
While applicants to medical school and residency training programs can often be differentiated reliably on the basis of cognitive ability by assessments of grade point average, university-level transcripts, and GAMSAT scores; differentiation on the basis of non-cognitive attributes (personal qualities) is more difficult. Research studies point to the fallibility of the traditional interview, reference letters, and essays as reliable and valid tools for assessment.
In response to this, the Admissions Office at McMaster University pioneered the Multiple Mini Interview (MMI). The MMI is an OSCE-style interview process in which applicants are scored by several assessors who are faculty members, medical students, and community members on the basis of a scenario and probing questions. Stations are designed to assess such non-cognitive attributes as reliability, empathy, ethics, communication skills, and collaboration. Research at McMaster University shows this approach meets the selection goals of reliability (i.e., is able to discriminate reproducibly between applicants to medical school) and offers predictive validity (within medical school and beyond), feasibility and acceptability.
This workshop will review the literature on admissions, the evidence collected to date on the MMI, and will offer a series of exercises to enable participants to think about how an MMI might look in their institution and to gain experience with station writing.
Facilitator(s): Kevin Eva
Maximum delegates: 25
Effective communication is a fundamental skill of health care professionals (QAA, 2006) and the use of simulated or standardised patients (SPs) is an established part of the teaching and assessment of communication skills within medical schools (Makoul, 2006). Growing migration and globalisation, combined with the need for more complex consultations, means that healthcare workers increasingly require an ability to communicate effectively with patients when they do not share a common language. This includes the need for training in the use of interpreters (GMC 2003 & 2006).
This workshop will use the experience of developing bilingual simulated patients to enhance communication and consultation skills teaching at Birmingham and Leeds medical schools, and will offer participants a background to the theory, potential and practical uses of bilingual SPs in healthcare. The workshop should be of interest to all those in healthcare education concerned with teaching the communication and consultation skills needed by health care workers in today’s increasingly mobile patient and clinician populations.
Facilitator(s): Jackie Beavan, Anne de la Croix, Sarah Escott, Beverley
Lucas, David Pearson, Katie Shephard, Polly Wright
Maximum delegates: 30
Peer-led teaching offers an exciting opportunity for medical students to both acquire the skills and competencies of medical educators, and to support the education of their juniors. Students at the University of Leicester have been actively involved in developing this area of teaching with highly positive results for both tutors and tutees.
This workshop will outline the conception and establishment of a number of peer-led education programmes at Leicester Medical School and describe some of the benefits identified for those involved. The workshop will serve to emphasise the potential for the propagation of the peer-led model, including practical advice on setting up such initiatives and an introduction to basic teaching skills.
Facilitators: Andrew Batchelder and Professor Stewart Peterson
Maximum delegates:
This workshop will be of interest to clinical and academic staff involved in written assessment and interested to increase the cognitive level of their MCQ tests. The session will discuss MCQs in terms of their utility to test application of knowledge, in a scenario based style.
Participants should bring along ideas of typical problem based scenarios that could form the basis for a scenario based MCQ. No knowledge relating to the theory of assessment is required. Participants will take away:
This session is being run by UMAP, a consortium of 14 medical schools. Many of the templates and guides that will be referred to during the session are available on our website, www.umap.org.uk.
Facilitators: Andrea Owen and Heather Crick
Maximum delegates: 25
How do we fit it all in? Do we need to step out of the clinical skills laboratory and form a “Ward Based Education Faculty?” Work based assessments (mini cex, case based discussions, dops etc) are time consuming. They have been introduced for post graduates and increasingly undergraduates in the UK. Undertaking these assessments is a significant time commitment. In the context of recent changes in shift patterns and a reduction in working hours the assessments are therefore seen as a last priority due to the time pressures of caring for sick patients and other pressing commitments. Trainees often report that assessments and teaching therefore do not happen or lack quality and educational value.
Is there evidence of good practice in the integration of work based assessments into the busy clinical day? Work based assessments move away from simulation and OSCE assessment and look at actual practice. Is it time that clinical skills teachers step out of the Clinical skills Laboratory and on to the ward? Do we need a team of Ward Based Practice Development Staff or a Ward Based Education Faculty?
The workshop will take the form of focus group and large group discussion with the aim of producing a feasibility study of producing a ward based teaching faculty or a model for the enhancement of the work based assessment experience
Topics for discussion will be
The group then will place all the discussions together to form a working model of how to improve the experience of work based assessments. We will explore if a ward based educational Faculty/ practice development department is a way forward. It is hoped that the results can be put into action.
Facilitator(s): Jonathan Myers
Maximum delegates: 25
The GMC's Good Medical Practice Six Principal Duties of a Doctor could be regarded as the embodiment of medical professionalism. The GMC's interactive webpage Good Medical Practice in Action considers those Principal Duties of a Doctor in the context of a primary care consultation. However, tensions between theory and practice of the GMC's Good Medical Practice Six Principal Duties of a Doctor can arise from the healthcare system as well.
This workshop explores how the healthcare system can influence how a doctor considers and practises medical professionalism by describing three futuristic scenarios and then asking participants to consider questions testing and probing the application of the GMC's Good Medical Practice Six Principal Duties of a Doctor in those scenarios.
The workshop will end with a description of how pre clinical medical students at Leicester Medical School responded to the workshop followed by a discussion regarding the role of such scenarios in the teaching of medical professionalism.
Facilitator(s): Tony Dux, Adrian Hastings, Richard Hsu and Judith West
Maximum delegates: 18
All queries should be directed to:-
ASME, 12 Queen Street, Edinburgh, EH2 1JE.
Telephone: 0131 225 9111 Fax: 0131 225 9444
Email: jenniferb@asme.org.uk
ASME Web Copyright © 2008 ASME |
Contents | Please Read Our Terms | e-mail:info@asme.org.uk | Tel: 0131 225 9111 |