judith brenner, md associate dean for curricular integration samara ginzburg, md associate dean for...
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![Page 1: Judith Brenner, MD Associate Dean for Curricular Integration Samara Ginzburg, MD Associate Dean for Medical Education Keith Metzger, PhD Assistant Professor,](https://reader036.vdocuments.us/reader036/viewer/2022081515/56649e875503460f94b8a4bc/html5/thumbnails/1.jpg)
Judith Brenner, MDAssociate Dean for Curricular Integration
Samara Ginzburg, MDAssociate Dean for Medical Education
Keith Metzger, PhDAssistant Professor, Science Education
Hofstra North Shore-LIJ School of Medicine
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• Discuss general assessment scheme at Hofstra North Shore-LIJ School of Medicine
• Discuss different uses of formative assessment
• Discuss integration of competency assessment into our UME curriculum
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Session AssessmentLearning
Objectives
Competencies
EPOs
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Reflection, Integration & Assessment Weeks
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• Hybrid problem-based/case-based learning pedagogy
• Students synthesize biomedical science in the context of patient-centered clinical cases with peers
• PEARLS relies heavily upon formative assessments
to help achieve goals of competency based component of program
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Multiple Perspectives
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• Monday• Roles: leader, timekeeper, recorder• Patient-centered cases• Explore issues and Actively Reason through cases to
develop learning objectives • Mon-Wed Self Directed Learning• Wednesday- Synthesize and apply information with
peers in group• Wed-Fri/Friday repeat for second case• Weekend-complete end of week essay
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• PBL/CBL curriculao Medical Knowledgeo Patient Care
• Challenging competencieso PBL&Io SBP
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Monday Check-in
Monday AM
Wed AMFriday
AM
• Self assessment• Reflection
Practice BasedLearning &
Improvement
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Mon/Wed/Fri Wrap-up
Monday AM
Wed AMFriday
AM
• Self & group assessment• Content & process• Facilitator framed component• Reflection
Systems Based Practice
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• Early Formative Meetings◦ Compare & contrast self with facilitator assessment◦ Emphasis upon demonstrable changes in areas identified
for improvement
• How am I doing in this curriculum?◦ Reliance on formative assessments
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• Life-long learners• Critical thinkers• Patient centered
• Leaders• Teamwork• Self-assessment• Modification of behaviors• Wrap-up discussions
around process and system elementsMedical Knowledge
Patient CareIPS&C Professionalism
PBL&ISBP
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How can formative and summative assessments lead to assessment of competencies?
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• Assessing multiple competencies in a lab based course supports philosophy of integrated curriculum
• ‘Effective’ doctoring includes all competencies
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• Typical laboratory courseso Medical Knowledge
• What other opportunities are there? ?
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•Structure Laboratory Sessions: Weekly o Stations allow immediate and relevant
assessment with feedbacko Complements PEARLS formative assessment
•Complex curriculum- How am I doing?
•How am I relaying Information?
Medical Knowledge
Interpersonal Skills & Communications
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• Problem-Based Structure
o Developmental Program: Assessment transitions from formative to summative
o Peer feedbackGiving and receiving
Practice-Based Learning & Improvement
Interpersonal Skills & Communications
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• Routine feedback regarding dissection skills
• Slight pedagogy adjustments: Incorporate questioning into laboratory discussions
• If no pre-work, focus on review
• Formative assessment and feedback: timely, specific, suggests ways to improve, encourages reflection, follow-up
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• Laboratory Examso Selection and interpretation of clinical tests
A B
C DPatient Care
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• Laboratory Exams: Same Question, Multiple Scoreso Oral Examination Questionso Path Report Interpretation Questions
o “Hey doc, can you tell me what all this means? What is this metaplasia stuff? Will it go away?”
Medical Knowledge
Interpersonal Skills & Communications
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• Problem-Based Structure Presentations
o Do not assess Medical Knowledge
o Ability to draw resources from literature and interpret scientific work Research & Scholarship
o Ability to convey scientific and clinical content coherently
Research & Scholarship
Interpersonal Skills & Communications
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Year 1: Expected level of Competency
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• Formative and summative assessment- when and how much?
• Shifting perspectives on formative assessment- faculty and students
• Mapping assessments to competencies
• Making competencies meaningful- faculty and students
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Questions