What is Assessment? William Slattery Wayne State University

Transcription

1 What is Assessment? William Slattery Wayne State University

2 Assessment Assessment is the process of observing and measuring learning. Assessments provide faculty with a better understanding of what your residents are learning and engage residents more deeply in the process of learning. By using assessment strategies that draw residents into the assessment process it is more likely that they learn more of the content that you want them to learn while getting the added benefits of learning skills that will be useful to them in the future. Assessments don't take time from learning, they are learning experiences by themselves.

3 Domains of Learning Humans are lifelong learners. From birth onward we learn and assimilate what we have just learned into what we already know. Learning medicine, like all learning, can be categorized into the domains of concept knowledge, how we view ourselves as learners and the skills we need to engage in the activities of physicians B Bloom divided what and how we learn into three separate domains of learning.

4 Cognitive Domain Cognitive domain includes content knowledge and the development of intellectual skills. Recall or recognition of specific facts and concepts that serve developing intellectual abilities and skills.

5 Levels of Cognitive Domain Knowledge defines, describes Comprehension- explains, generalizes Application discovers, develops Analysis differentiates, correlates Synthesis- adapts, validates Evaluation-appraises, critiques

6 Affective Domain The Affective domain includes feelings, values, appreciation, enthusiasms, motivations, and attitudes.

7 Psychomotor Domain The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

8 Assessment is like a map Assessment allows us to: know where our residents are conceptually before we begin a learning activity. decide the most efficient way for them to meet the learning objectives we set. measure their progress and/or achievement of the learning objectives.

9 Objectives Residents will value and focus on material that will impact their final evaluation. Their motivation to learn what you identify as important will increase if you tell them "up front" what skills and content will be assessed with clearly stated learning objectives for each rotation. Always align your assessment to the learning objectives of the rotation.

10 Objectives Learning objectives are the building blocks to conceptual content knowledge and the skills that enable residents to build their own understandings of medicine. Learning objectives are measurable statements of what residents should recall, understand and be able to do as a direct outcome of a particular rotation/block. Consider each rotation/block as a learning activity Each learning activity residents engage in has at least one learning objective. Learning Objectives are defined as what you want the residents to know or understand after they have finished the block/rotation

11 Conference presentations Conference presentations and CPCs are learning activities that provide residents with the opportunity to tackle real patient care situations that by their nature have no easy diagnosis, or have no treatment at the present time. Conference presentations and CPCs help residents to understand that sometimes one needs to be satisfied with asking the right questions rather that focusing on the "right" answers. Group projects help residents learn to manage their time, interpret data sets, resolve value conflicts between group members and prepare and communicate the results of their investigation.

12 Assessing an oral presentation Organization "Tell them what you are going to tell them; tell them; then tell them what you told them". Begin with the equivalent of a topic paragraph, a statement that will draw the listener into the substance of the talk. Then data is presented to support the assertions made in the opening stage of the report. Finally the report draws to a conclusion with a summary and closing statement.

13 Assessing an oral presentation Content Powerpoint presentation provides the audience with visuals of data, supporting evidence and conclusions. Residents must make appropriate choices in what data they show. Residents must evaluate the data or information they have collected, make choices about what findings are and are not essential to the presentation and then organize their thoughts.

14 Assessing an oral presentation Presentation Residents should be highly organized and presentation well researched Presentations should move from point to point with appropriate flow and internal consistency Power points should not be read, but used as key points direct discussion

15 Assessment By deliberately using different assessments at specific times during the learning process residents will have a clearer vision of what is expected of them and generally will be more positive about their experiences.

16 Assessment Assessments performed at crucial times in the learning process can spell the difference between gathering data to evaluate residents and using assessments to enhance learning.

17 Functions of Assessment Formative assessment provides diagnostic feedback to residents at short-term intervals e.g. mid-block or biannual.

18 Assessment Summative assessment provides a description of residents' level of attainment upon completion of a a block, rotation, year. ACGME requires documented annual evaluations

19 Assessment Evaluative assessment provides faculty with curricular feedback (e.g., the value of the block and the teaching techniques of the faculty ). ACGME requires resident annual evaluation of the program

20 Assessment is a form of learning Educative assessment integrated within learning activities themselves builds resident (and faculty) insight and understandings about their own learning and teaching. At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of resident progress. ACGME encourages resident portfolios with self reflection.

21 Assessment Strategies Presentations CPC-Case Studies Papers-Posters-Publications Examinations Return skill demonstrations Clinical simulations Portfolios Peer reviews Patient/Allied health reviews

22 The End Dr. Sandra Oliver that you have completed the module.