Newer Approaches to Medical Student Assessments
Bruce Bates, D.O. Senior Vice President for Cognitive Testing of the National Board of Osteopathic Medical Examiners (NBOME) will present on the mission and assessment products of the NBOME with a description of one new product and a new product under development. The Comprehensive Osteopathic Medical Achievement Test (COMAT), an end of service assessment utilization, acceptance and performance will be described along with a brief outline of its correlation with licensing and certification performance. Modeled on a process utilized by The Medical Council of Canada, a new product, Clinical Decision Making (CDM, that is under development will apply a key features approach in an open ended and short answer format for clinical presentations scenarios. The concept development and pilot process will be discussed.
The National Board of Medical Examiners® (NBME®) offers two online platforms for the design, construction and delivery of local web-based examinations: Customized Assessment Services (CAS) and the Global Evaluation Management System™ (GEMS™). Melanie Nelson, Program Manager for Products & Services, will offer participants a look into how CAS, which offers a pool of 10,000+ high quality, secure items assembled from the NBME basic science bank, has helped faculty develop exams to meet a variety of assessment needs. Participants will also be provided with an example of how one school has used the GEMS versatile end-to-end assessment management to link items in a Nervous Systems course in a way that allows students and faculty to evaluate study habits and use resources to improve specific learning styles.
If you have any additional questions after participating in this session, please email BBater@nbome.org
Individual Learning Assessment Approaches
The recent trend in competency based undergraduate medical education provides the opportunity for individualized teaching and learning and the development of innovatively integrated curricula. When this framework is coupled with dynamic competency based multimodal learner assessments it becomes structurally sound and transferable. Accomplishing this however, is not an easy task. Ensuring that learner assessments of knowledge, skills, attitudes and behaviors are valid and faculty are reliable in their assessments requires diligence and planning.
As undergraduate medical education curricula change assessment is often thought of in isolation. This commonly results in mal-alignment in the curriculum and dissonance among learners and educators alike. Creating an assessment framework alongside competency and curriculum development allows for a product that is seen as seamless and integrated by the learner. Creating a structure that supports individualized assessment can seem daunting, however it does not need to be. Practical step-wise development of an individualized assessment paradigm over time allows for both faculty and students to adjust and mature alongside the educational program. Clear connections between competencies, curricular content and assessment establishes confidence for both faculty and learners as well as those who receive our learners in the next phase of their education.
Pivio: A New Records Management and Life-Long Learning Tool for the Medical Community
An overview of AAMC and NBME’s efforts to create a lifelong learning platform that stores and transfers data necessary for pre-medical and medical students, residents and physicians across their careers called Pivio™ (formerly eFolio connector). The project currently contains a platform for users to share and store data at an individual’s control (CV/resumes, exam applications and results, biographical information, etc.). The session will include a demonstration of current features, overview of results to date from the pilot users, and open feedback on future program considerations to meet the needs of medical education.
Assessment Review: Learning From Mistakes
Assessment review gives both the instructor and the learners an opportunity to learn from mistakes. By letting your learners review tests, quizzes and even final exams, we are assessing our assessments. This gives you an opportunity to go over the goals of the instruction, assess learner progress and discover information to improve both the assessment and the instruction. To answer the question: “How are they doing?” we need to step back and evaluate the entire instructional effort. In this presentation participants will review the benefits of using all assessments as an opportunity to learn. We will look at each and every assessment as an opportunity. We will discuss strategies for planning and conducting assessment reviews and adapting instructional strategies to enhance learning results. We will explore hands on examples of test review and instructional adjustments. This presentation will allow the participants to see the value of assessment as a tool for learning and provide hands on examples of the feedback loop for improving instruction.
Learning Objectives:
- Identify strengths of different types of assessments
- Demonstrate the use of assessment audits
- Gain strategies for using assessment to improve overall results
- Consider ways to improve student learning and instruction using assessment
ACGME “Milestones”
Competency-based medical education (CBME) has been defined as is an outcomes-based approach to the design, implementation, assessment and evaluation of a medical education program using an organizing framework of competencies. One competency framework frequently utilized for this purpose is the ACGME Six General Competencies. The outcome has evolved to include meeting the needs of our highly complex and evolving health care system. One example of this outcome would be to prepare students to meet the goals of the Institute of Medicine’s Triple Aim. To ensure that students are progressing towards appropriate levels of competence, the graduate medical education community has created sets of developmental milestones that define the knowledge, skill and attitudes that define the six general competencies. This community has also embraced the concept of entrustment (Entrustable Professional Activities) as a strategy to inform the work-based assessment of trainees.
This presentation will review basic definitions of CBME, will discuss how milestones and entrustment are being used in graduate medical education and will introduce how these strategies might apply to undergraduate medical education.