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3 Assessment as an Agent for Change
Pages 41-54

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From page 41...
... (Sewankambo) • Negative role models run the risk of destroying leadership capacity in students.
From page 42...
... The opportunities for those providers to actually interrelate with each other, said Verma, is one of the biggest challenges faced by health professionals today. This has major implications for health professional education and interprofessional care as described by Frenk et al.
From page 43...
... A solution might be to better prepare groups and learners for collaborative leadership by clearly defining collaborative leadership and building a framework that might highlight core competencies for effective collaborations. Without such a framework or definition, it would be impossible to develop metrics for assessing a collaborative leader, said Bainbridge.
From page 44...
... Question: How can we use faculty development in assessment as a covert and overt change management opportunity to promote acceptance of interprofessional practice among clinical faculty?
From page 45...
... Table 6 Leaders: Bjorg Palsdottir, THEnet, Belgium, and Jehu Iputo, THEnet, South Africa Context: Training for Health Equity Network (THEnet) is a consortium of 11 health professions schools committed to transforming health professions education to improve health equity.
From page 46...
... TABLE 2 QUESTION: How might we approach assessment of collaboration and collaborative leadership within and across organizations? Table 2 Leader: Maria Tassone, CIHLC Maria Tassone from the University of Toronto and co-lead of the Canadian Collaborative also focused on collaborative leadership, but from an institutional level.
From page 47...
... TABLE 3 QUESTION: How can we assess individual versus team performance at the workplace? Table 3 Leader: Sanjay Zodpey, Indian Country Collaborative The question Forum member Sanjay Zodpey addressed looked at conducting assessments in a low-resource environment.
From page 48...
... about what it values could offer information as well as potential resources for more in-depth assessments. TABLE 4 QUESTION: How can we use faculty development in assessment as a covert and overt change management opportunity to promote acceptance of interprofessional practice among clinical faculty?
From page 49...
... This led to Bezuidenhout's final comment on promoting research around IPE-based assessment by persuading more interprofessional teams to publish research that could not only add to the knowledge base of interprofessional work but also increase the visibility and the acknowledgment of the value of educating students interprofessionally. TABLE 5 QUESTION: Based on your experience, are there any incentives within assessment and evaluation that could motivate clinical faculty to embrace interprofessional practice?
From page 50...
... . This framework provided the backdrop for the question Palsdottir posed about linkages between educating health professionals to be socially accountable care providers, how that education affects their work as practitioners, and how that effect could be measured.
From page 51...
... And collaborative leadership -- as highlighted by the first two presenters -- is essential for this change to happen particularly at the top levels of education and health systems. To begin developing a measurement tool linking education and service delivery, one might start by looking at the community needs together with community members and patients, who are the end users of the educational and health systems.
From page 52...
... In this way, it may be possible to determine whether the intended, socially accountable education of health professionals is actually improving the communities they serve. TABLE 7 QUESTION: Based on the presented definition of transformational leadership, how do you assess transformational leadership in students?
From page 53...
... Like Tassone and Sewankambo, De Maeseneer brought up the hidden curriculum, saying that negative role models run the risk of destroying leadership capacity in students. Instead, he embraces curricula that share power and institutional governance with students to prepare them for leadership roles.
From page 54...
... Presented at the IOM workshop Assessing health professional education. Washington, DC, October 10.


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