This webinar is hosted by International Association of Medical Science Educators (IAMSE).
Innovations in health care education require the simultaneous development of creative new approaches to student assessment. This IAMSE webcast seminar series will explore these issues and provide several examples of how schools are evolving with assessment approaches. Many, if not most, contemporary health science curricula are exploring the integrated learning of multiple basic science disciplines in the clinical and social contexts of patient care. These teaching and learning approaches require new and creative assessment tools to monitor student progress. Faculty training to develop and implement these changes is also critical since constructing high quality, reliable assessment tools is a learned skill. Assessment includes formative feedback to students as an effective learning activity, and this is increasingly incorporated into modern curricula. Students are also being taught life-long learning skills and are expected to be independent learners. Yet how can faculty or accreditation agencies be assured of progress towards continued professional growth and competency? As post-curricular, graduate medical educational programs change to more benchmark approaches to measure competency, how will this impact the approaches to learning and assessment in medical and other health science curricula?
The recent trend in competency based undergraduate medical education provides the opportunity for individualized teaching and learning and the development of innovatively integrated curricula. When this framework is coupled with dynamic competency based multimodal learner assessments it becomes structurally sound and transferable. Accomplishing this however, is not an easy task. Ensuring that learner assessments of knowledge, skills, attitudes and behaviors are valid and faculty are reliable in their assessments requires diligence and planning.
As undergraduate medical education curricula change assessment is often thought of in isolation. This commonly results in mal-alignment in the curriculum and dissonance among learners and educators alike. Creating an assessment framework alongside competency and curriculum development allows for a product that is seen as seamless and integrated by the learner. Creating a structure that supports individualized assessment can seem daunting, however it does not need to be. Practical step-wise development of an individualized assessment paradigm over time allows for both faculty and students to adjust and mature alongside the educational program. Clear connections between competencies, curricular content and assessment establishes confidence for both faculty and learners as well as those who receive our learners in the next phase of their education.
Daniel M. Clinchot
Dr. Clinchot serves as the Vice Dean for Education at the Ohio State University College of Medicine. He is also an Associate Vice President for Health Sciences at the OSU Wexner Medical Center. Dr. Clinchot is the architect of the new Lead.Serve.Inspire UGM curriculum at Ohio State. He is an associate professor with tenure in the Department of Physical Medicine and Rehabilitation. He earned his MD degree at the Health Sciences Center at Syracuse of the State University of New York and served an internship in internal medicine and a residency in physical medicine and rehabilitation at Ohio State University Medical Center. He has served as the associate residency program director for PM&R from 1998-2001, and as program director from 2001-2009. Dr. Clinchot has been named teacher of the year by PM&R residents multiple times and in June 2006, Dr. Clinchot was presented with the Excellence in Teaching Award for outstanding teaching in the College of Medicine. In addition he has received the College of Medicine Alumni Excellence in Teaching Award.
Dr. Clinchot directed the chronic care curriculum for medical students from1994-2003. He also has directed several medical education programs at the College of Medicine, including the College’s Medical Humanities and Behavioral Science program; the Physician Development program and the Medical Ethics, Practice of Medicine program. Dr. Clinchot has been honored as part of the Interdisciplinary Team Award for Excellence in Patient Education. Within the College of Medicine Dr. Clinchot has served as the Associate Dean for Clinical Education and Outreach and Medical Director of the Clinical Skills Education and Assessment Center from 2003-2006 and then as the Associate Dean for Medical Education from 2006-2012. A dedicated researcher, Dr. Clinchot has authored over 30 scientific publications and three book chapters. He frequently lectures at the local, regional, national and international venues.