Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 2 Proceedings of a Workshop (2022) / Chapter Skim
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4 Exploring a Value Proposition for Making Changes
4 Exploring a Value Proposition for Making Changes
Pages 21-28
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From page 21... ...
In this session, participants heard from three speakers about different models for HPE and the value proposition, which was followed by a response panel discussion. COMPETENCY-BASED EDUCATION Even before the pandemic, remarked Kimberly Lomis, American edical Association, there were concerns about the consistency of readiM ness among medical school graduates.
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Responsibility Teacher Student and teacher Typical assessment tool Single subject measure Multiple objective measures Assessment tool Proxy/indirect Authentic -- mimics real tasks of profession Setting for evaluation Removed Direct observation Evaluation Norm-referenced Criterion-referenced Timing of assessment Emphasis on summative Emphasis on formative Program completion Fixed time Variable time SOURCES: Presented by Kimberly Lomis on April 22, 2021, adapted from Carraccio et al., 2002.
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From page 23... ...
In order for individuals and systems to reap the benefits of the competency-based approach, there must be a "supportive environment with trust and organizational buy-in." The value proposition for this approach varies, depending on whose perspective value is measured. For the learner, the benefits include clear expectations, more frequent feedback, and the opportunity for individualized pathways and "precision education." The benefits to the health system, said Lomis, include graduates who are "more ready to do the job that they are being asked to do" and who are oriented as master adaptive learners throughout their careers.
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24 FIGURE 4-1 The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. SOURCE: Presented by Kimberly Lomis on April 22, 2021.
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From page 25... ...
For example, said Berman, community colleges are less expensive, more accessible, and serve a broader, more diverse student population. Furthermore, there are opportunities at community colleges to create experiential learning encounters in student health services, day care centers, and athletic and recreation programs.
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Many community college students are the first in their families to attend college; mentorship and guidance may be essential to facilitate these students' entrance into the health professions. Formal programs, such as the Medical School Preparatory Education Program at the University of California, Davis, can also help disadvantaged students be more successful in their educational pursuits.
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Shillam added that incorporating frequent simulation activities into nursing education helps to remove the fear and stress students may feel when simulations are used only for evaluation. Some students, she said, may feel anxious because they are "unable to actually demonstrate the competency they have." Implementing a simulation program focused on creating a safe environment to allow students to leverage the full potential of these learning opportunities.
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From page 28... ...
Erikson added to the conversation saying there is a long history and ingrained culture in medicine discouraging people from acknowledging mistakes or the need for improvement. Although admitting problems is the first step in identifying solutions, she also noted "it will be a challenging thing" to change the culture whereby students feel comfortable acknowledging when they don't know something.
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