fundamentals of assessment todd l. green, ph.d. associate professor pharmacology, physiology &...

Fundamentals of Assessment

Todd L. Green, Ph.D.

Associate Professor

Pharmacology, Physiology & Toxicology

PIES Seminar2-23-11

Use of terms

• Assessments = Observations /measurements

• Evaluation = interpretations / conclusions

Uses of assessment

• Individual learner

– Educational action: Feedback

– Administrative action: Judgment on advancement

• Program

– E.g., Sources of variance Quality improvement

– Accreditation

“Unit” of assessment

• Single interaction of student and content

• Series of encounters (observations by one teacher)

• Series of teachers (in a rotation)

• Series of teachers + exams (in a clerkship)

• Series of clerkship (in a department)

• Inter-clerkship (clinical year’s program)

PURPOSE (Why Assess)

• Meet goals and objectives?

• Were innovations successful?

• Determine program strengths and weaknesses

– Unanticipated strengths and problems

• Growing interest in educational outcomes

– “Residency programs should use outcome assessment in their evaluation of program educational effectiveness”1

• LCME, RRC require programmatic evaluation1

1Graduate Medical Education Directory, 2001-2002

PURPOSE (Why Assess)

• Competing goals of stakeholders

– “Tension between delivering the service and ensuring time for reflection and learning”2

• Help obtain and/or justify resources for your program

2Hayden, 2001

Goal

Domains

Standards

Methods

Data

Evaluation & Interpretion

Outcomes-based

judgments

Process: Assessment & Evaluation

What are stakeholders and who are they?

Marshall University Joan C. Edwards School of Medicine Institutional Objectives

Patient CareStudents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

Medical KnowledgeStudents must demonstrate knowledge of established and evolving biomedical, clinical,epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care.

Practice-based Learning and ImprovementStudents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

Marshall University Joan C. Edwards School of Medicine Institutional Objectives

Interpersonal and Communication SkillsStudents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

ProfessionalismStudents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

Systems-based PracticeStudents must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.

Undergraduate Medical Education DURING AFTER

Logbooks Surveys

Hours Placing Graduates

Critiques Self assessment

Exit interviews

Student portfolios

Review of write-ups

Site Visit

Written exams Written exams

Performance EvaluationPerformance Evaluation

Grades/narratives (4th year OSCE, mini-CEX)

Attitudinal 4th year medicine performance

Graduate Medical EducationBEFORE DURING

AFTERSelf Assessment Logs

Surveys

Hours

Placing Graduates

Learner Critiques

360 Degree

Evaluation

Chart Review

Exit interviews

Attitudinal

Written Exams Written Exams

Written Exams

Performance Eval Performance Eval

Performance Eval

GPA

Disciplinary Action

Narratives Narratives

Research/Teaching

Global Evaluation

National Society

Participation

Students Faculty Courses/Clerkships

Overall Curriculum

Who assesses?

What is assessed?

What methods are used?

Who receives the assessment data collected?

Who evaluates the assessment data collected?

What decisions are made based on assessment data?

Undergraduate Medical Education

Students Faculty Courses/Clerkships

Overall Curriculum

Who assesses? Faculty Students Students FacultyLCME

What is assessed?

Knowledge Teaching Course organization

Course assessment data

What methods are used?

MCQ Satisfaction survey

Satisfaction survey

USMLE Step I scores

Who receives the assessment data collected?

Course director

Department chair Curriculum Committee

Self-study committee

Who evaluates the assessment data collected?

Course director

Department chair Curriculum Committee

Curriculum Committee

What decisions are made based on assessment data?

Grade PromotionTenure

Course changes Curriculum changes

Undergraduate Medical Education

Graduate Medical Education

Residents Faculty Rotations Overall Program

Who assesses?

What is assessed?

What methods are used?

Who receives the assessment data collected?

Who evaluates the assessment data collected?

What decisions are made based on assessment data?

Graduate Medical Education

Residents Faculty Rotations Overall Program

Who assesses? Faculty Residents Residents Residency Review Committee

What is assessed?

Knowledge & Competencies

TeachingClinical productivity

Complaints Resident feedback

What methods are used?

MCQLikert scales

Satisfaction survey

Informal Resident interviewsCompetency

Who receives the assessment data collected?

Residency director

Residency directorDepartment chair

Residency director

Residency directorDepartment chair

Who evaluates the assessment data collected?

Residency director & Faculty

Department chair & Faculty

Residency director

Residency directorDepartment chair

What decisions are made based on assessment data?

RemediationPromotion to next level

PromotionTenure

Informal discussion with faculty recommending changes

Accreditation

Pangaro HMI 07

Fairness

Consistency

Simplicity

Principles of Assessment

Pangaro HMI 07

Principle 1 : Fairness

• to society : competence (P/F)

• to students : transparency and feedback

• to teachers : faculty development and protection

Principle 2 : Consistency

• Validity- Are you measuring what you want?

• Reliability

- Inter-teacher and inter-clerkship: suitable for high-stakes decisions?

Pangaro HMI 07

X X X X XX X X

Reliable

X X X

X X X X

Valid

Reliability versus validity

Pangaro HMI 07

Principle 3: Simplicity

• How we frame the question?

• How we ask the question?

• How do we use the answer?

Pangaro HMI 07

Strategy

• Simplicity leads to acceptance and use

• Acceptance leads to consistency

• Consistency = fairness

Pangaro HMI 07

Framing the question simply

• What do we expect of learners (students)?

• How do we communicate this to them and to their

teachers?

In order to get the information you need from an assessment and evaluate the results, you have to ask the right questions.

Pangaro HMI 07

• Find the person nearest you. Person to the left is “A”.

• Person A: In 30 seconds tell the person nearest you what it takes to pass a course/clerkship you are familiar with. How is this assessed?

• Person B: In 30 seconds tell the person nearest you what it takes to get the highest grade in a course/clerkship you are familiar with. How is this assessed?

Exercise

Discussion

Based on the information you have:

• Are you able to determine your assessment system’s

strengths and weaknesses?

• Can you determine whether the system has met the

required levels of success for the purpose?

• Is it clear how your own program evaluation system

will be assessed?