INNOVATIVE ASSESSMENT TOOLSPBL AND ASSESSMENT

Thorsten SCHÄFER, Andreas BURGER

Prof. Dr. med. Thorsten SchäferZENTRUM FÜR MEDIZINISCHE LEHRE

RUHR-UNIVERSITÄT BOCHUM

INNOVATIVE ASSESSMENTTOOLS IN MEDICAL EDUCATION

@ RUHR-UNIVERSITY BOCHUM

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WHY INNOVATIONS?

DANGER!

EFFECTIVENESS!

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MEDICAL EXAMINATION #1

Legalize the civil use of potentially lethal weapons Knifes [Scalpels] X-rays Poisons [Drugs]…

in order to help people (or at least do not harm)

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MEDICAL EXAMINATION #2

ASSESSMENT DRIVES LEARNING

Conclusion: Tasks close to reality / practice

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PROVEN (ANCIENT) TOOLS:

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Continuing Intermediate Final

Multiple-Choice

X X X (>600 items)

Oral (unstructured)& Bed-side

X X X

INNOVATIVE TOOLS

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MEQ

TJE

SimPat

miniCEx OSLER

OSCE

PTM

Portfolio

360 DegreeCBT

cbMCQLogBook

CASE-BASED TOOLS

Modified Essay Question Tests (MEQ) An authentic patient‘s history is developed over

time (with 10 – 15 questions) Interdisciplinary questions (basics, diagnostics,

therapy, medication, prognosis, etc.) No way back (new chance after mistake)

Case-based Multiple-Choice Questions Higher complexity

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SIMULATED PATIENTS

Trained actors/actresses Increased objectivity and reliability Increased comparability Add a score from the patient‘s perspective Communication skills, professional behaviour

Used in Objective Structured Clinical Examinations (OSCE)

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SIMULATED PATIENTS

Trained actors/actresses Increased objectivity and reliability Increased comparability Add a score from the patient‘s perspective Communication skills, professional behaviour

Used in Objective Structured Clinical Examinations (OSCE)

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(Fun) OSCE

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TeacherWith

Checklist

Simulated Patient with Knee

Student in Exam

OSCE (Objective Structured Clinical Examination) Short practical tasks

(5 min) 7 – 14 stations Checklist for scoring Using simulated

patients Replace unstructured

oral exams

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Andreas Burger Thorsten SchäferZENTRUM FÜR MEDIZINISCHE LEHRERUHR-UNIVERSITÄT BOCHUM

CLOSE TO REALITY

Mini Clinical Examinations (miniCEx) Small tasks on the ward at different times Scores collected in a LogBook

360 Degree Examinations Multiple Scores (on the job) by

The medical teachers The nurses The peers The patients

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LOW THRESHOLD FEEDBACKThe Progress-Test Medicine (PTM)

200 item Multiple-Choice 5 answers plus „don‘t know“ Graduation level Applied each semester (12 times per student)

Indicates individual progress Allows comparisons (with peers, … other

faculties)ZENTRUM FÜR MEDIZINISCHE LEHRE | 15

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Quelle: AG Progress-TestCharité, 2010

COMPUTER-BASED TESTING

Formative (voluntary, continuous) Using a learning plattform (Blackboard)

Summative (mandatory) Work in progress Security issues

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TJE and OSLER

Triple Jump Exercise (TJE) Read case/problem 1. Activate prior knowledge, hypothesize and

identify gaps in knowledge 2. define learning goals / objectives, search 3. explain and discuss

Objective structured long examination record (OSLER) using real patient

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OBJECTIVITY

Define expected solutions and scores beforehand

Attribute tasks to students randomly e.g. by drawing lots

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ASSESSMENT AND PROBLEM-BASED LEARNING

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#2

PROBLEM-BASED LEARNING

1. Read & understand2. Focus main topics3. Brainstorming4. Sort ideas, hypotheses5. Define learning obj.

6. Learn

7. Teach

8. Give feedback

DEFINITION: PBL

Take a problem (a patient, a situation, an observation) as starting point toActivate prior knowledgeDiscover gaps of knowledgeDefine learning objectives to close these gapsLearnTeach others with your new knowledge

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PBL versus CBL

Problem-based Learning Be curious, ask, what

you want Be creative and collect

all kinds of associations Learn, what you want Widen your horizon Learn to handle similar

problems

Case-based Learning Be effective and rule out

unlikely ways Quickly come to the

point Learn/repeat (standard)

procedures Focus your mind Solve this problem

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POSITION #1: NO GO

Why not? Problem-based learning is funfosters creativityencurages brainstormingopens the mindcreates a cooperative atmosphere

Everything would be destroyed by testing!?ZENTRUM FÜR MEDIZINISCHE LEHRE | 24

ASSESSMENT IN PBL

Test knowledgeTest problem-handlingTest creativity and unconventional thinkingTest team work and managementTest communication skillsTest presentation skills

Feedback: green – yellow – red cardZENTRUM FÜR MEDIZINISCHE LEHRE | 25

FEEDBACK IN PBL

PBL-TutorTriple-Jump

ExercisePeers

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INNOVATIVE ASSESSMENT TOOLSPBL AND ASSESSMENT