copyright mary y. lee, md, 2006. this work is the intellectual property of the author. permission is...
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Copyright Mary Y. Lee, MD, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
EDUCAUSEDallas, TexasOctober, 2006
Formative and Competency-Based Assessment of Learners in a
Longitudinal Curriculum
EDUCAUSEDallas, TexasOctober, 2006Mary Y. Lee, MDAssociate ProvostTufts University
By the end of this session you will:
Exposed to examples of curriculum and assessment tools and their uses
Think more longitudinally about curriculum development and assessment
Reflect on linking program assessment more tightly with learning outcomes
Consider engaging a broader team for curriculum and assessment design
How does medical education work?
Four years of undergraduate education– Basic and clinical sciences
Accreditation standards– Learning objectives– Written curricula– Formative and summative assessment– Learning outcomes/competencies
What does medical education look like?
Curriculum is highly integrated– Horizontal– Vertical
Online tools to– Create– Coordinate, integrate– Document progress and outcomes
What has Tufts used to develop online tools?
Tufts University Sciences Knowledgebase
TUSK as a Complete System
INFRASTRUCTURE
CONTENT
USERS
Flexible and Extensible
Personalized tools
Development and
Management Tools
What is unique about TUSK?
Rearrange/enhance/link “atoms” of UMLS-tagged information” to suit curricular needs
New Links
Enhancing Text Documents with XML
Highlight objectives, key words, key concepts, pearls, important notes
[Student’s notes would appear here]
Add notes to personal folders
Online text with Imbedded Multimedia
Virtual Case Player that meets emerging virtual patient standards
Histology image used across three schools
What do you need to do to lay the groundwork?
What student outcomes do you desire? What are the learning objectives?
– What do students want/need to learn?– What learning behaviors do you want to promote?
What are external requirements?– State examinations– Licensing examinations– Accreditation requirements
Do your online assessment methods match your objectives?
Provide formative feedback to learners Document adequate preparation for the next
level of learning Create synergies with other assessment
methods to provide the most complete reflection of student learning
Starting an e-portfolio with a patient log system
How can a student track his/her progress?
How do students use logs to track objectives and find learning resources?
How do faculty use logs to provide formative feedback to a student?
How do faculty at one site assess program effectiveness?
How can faculty track aggregate student performance across sites?
How can faculty and deans assess program effectiveness across sites?
How can logs be combined with other assessment tools?
Clinical performance in hospitals– Direct observation by faculty and residents– Cumulative evaluations each month
Online quizzes, virtual cases Standardized patients National licensing examinations
– MCQ subject tests– Clinical Skills Examination
What are the challenges of implementing these tools?
Student training Faculty training Faculty and students at multiple sites Integration with other tools Integration with other parts of the curriculum
How does a team approach improve curriculum and tool design?
Educational Technologists Educational specialists Faculty Students Librarians Administration
Who else is using TUSK’s infrastructure for their own content?
New York Medical College University of Hawaii Boston University New York University Kenya, Tanzania, Uganda India
TUFTS CONTENT
MUHIMBILI(TANZANIA)
COTENT
JOINTLY DEVELOPED
CASE STUDIES
Muhimbili University College of Health Sciences, Dar es Salaam
Prof. J Griffiths, ”(NIH K07 GM072954) working with Prof. M Mathiu, Tanzania
By the end of this session you will:
Exposed to examples of curriculum and assessment tools and their uses
Think more longitudinally about curriculum development and assessment
Reflect on linking program assessment more tightly with learning outcomes
Consider engaging a broader team for curriculum and assessment design
TUSK Components
Administration ContentAuthoring Tools
Schedule
Users
Enrollment
Evaluation
Surveys
Grades
Logs
Search
Groups
Text with semantic markup
Literature Links
Multimedia: video, audio, flash, zoomable images
Quizzes
Virtual patients
Downloadable files
Search
Forums
Authoring Tools – CMS
Upload content
Create, input, import and display administrative data
Content Creation Tools
QuizVirtual patient TUSK “style” in wordSurvey toolsEvaluation toolsPatient logs
TUSK DataTUSK Data
TUSK Components
Programming Interface
Data Model
User Interface
Author Interface
AdminInterface
ExternalInterface
TUSK Technology Stack
Operating system: Solaris (or Linux) Database: MySQL Webserver: Apache Application environment: Mod_perl Templating engine: HTML::Mason
HTML::EmpPerl
How can technology support your objectives?
Viewing objectives – On homepage– For each lecture– For each log/portfolio entry
Linking learning resources to each objective
Enhancing Text Documents
Slides from collections can been seamlessly integrated into syllabi text
