Assessing Health Professional Education Workshop Summary (2014) / Chapter Skim
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1 Setting the Stage
1 Setting the Stage
Pages 7-20
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From page 7... ...
• Regardless of how well learners are trained, dangerous situa tions leading to medical errors will persist if there is no support of the larger organizational structures emphasizing the need for a culture of safety. (Finnegan, Gaines, Malone, Palsdottir, Talbott)
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From page 8... ...
In this way, he said, assessments can motivate learners to acquire greater knowledge and skills in order to demonstrate that learning has occurred. The summative assessment measures achievement, while formative assessments focus on the learning process and whether the activities the learners engaged in helped them to better understand and demonstrate competency.
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From page 9... ...
And although there are certain characteristics of a good assessment, Norcini emphasized that no single set of criteria applies equally to all assessment situations. Despite all of the diversity in reasons for conducting assessments and the settings within which the assessments are conducted, Norcini reported on how participants at the Ottawa Conference were able to come together to produce a unified set of seven criteria needed for a good assessment (Norcini et al., 2011)
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From page 10... ...
these principles of assessment for assessing how well teams function and work interprofessionally. Norcini responded with a resounding affirmation that the principles apply regardless of the assessment situation, although the challenges increase dramatically.
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From page 11... ...
He pointed out that many of the Forum members manage both faculties and clinical systems; this prompted the question, how much time should be spent in assessment as part of the overall teaching role? Norcini responded by looking at the types of assessments, saying that far too much time is often devoted to summative assessment and too little time is spent on formative assessment; he added that formative assessment is the piece that drives learning and the part that is integrated with learning.
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From page 12... ...
But for him, the bigger issue is the inclusion of more formative assessments during training and education rather than relying so much on summative examinations. Norcini added that he sees formative assessment as a mechanism for addressing trainee errors at a much earlier stage than waiting until the end for the summative assessment.
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From page 13... ...
N orcini acknowledged the need for greater faculty development in this area because health professionals are not trained in education or assessment. Forum member and workshop planning committee member Carol Aschenbrener from the Association of American Medical Colleges agreed, but also felt that the shortage of modern, clinical practice sites in which to embed the learner is another major impediment.
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From page 14... ...
Assessment by Peers Forum member Beverly Malone from the National League for Nursing questioned the role of peer assessment in formative and summative assessments given the inherent challenges associated with this type of assessment. Norcini responded that peer assessments are underutilized particularly when it comes to the assessment of teachers, although a set of measures is being developed for assessing teachers that includes peer assessment.
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From page 15... ...
In fact, as the OR example showed, quick assessments are attractive to many health professionals who keep busy schedules. Quick assessments can drive culture as colleagues observe the value in this form of individual and peer assessment, information sharing, and team building.
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From page 16... ...
The Challenge of Uneven Power Structures In addition to the points listed in the Tables 1-2 and 1-3, Forum member Richard Talbott, representing the Association of Schools of the Allied Health Professions, brought up challenges associated with assessing supervisors or others who may be possess greater power than the assessor, due to fear of reprisal. He believes that the first goal within communication is to dismantle the power structure so anyone can feel comfortable in speaking up.
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From page 17... ...
, who was reminded of the 2005 Joint Commission report that cited communication failures as the leading root cause for medical errors (Joint Commission Resources, Inc., 2005)
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From page 18... ...
In some cases, participants expressed differing opinions. Because this is a summary of workshop comments and not meant to provide consensus recommendations, the workshop rapporteur endeavored to include all opportunities discussed by workshop participants as presented by the group leaders who were informed by the group discussions.
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From page 19... ...
For example, workshop planning committee member Lucy Mac Gabhann, a law student at the University of Maryland, suggested that in a community setting, student assessment might influence policy. And Forum member Jan De Maeseneer from Ghent University in Belgium thought that students exposed to resource-constrained neighborhoods would develop a sensitivity to the social inequalities in health.
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From page 20... ...
2000. Idealized design of clinical office practices.
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