Terrific T6 talks – Assessment

In Education & Quality Improvement by Nadim Lalani1 Comment

from Carleton University TA Teaching Support Website

 

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Carleton University has a neat resource for TA’s that is useful for all wanna-be educators.

Here are tips for Clinicians regarding assessment of your trainees:

360 Evaluation [aka multi-source feedback]

  • Increasingly being used for formative and summative feedback to trainees
  • Lets you know the things that everyone else thinks and says about your learners, but rarely tell you – very valuable in assessing competencies such as “professional” and “communicator” and “collaborator”

Direct Observation

  • Stressful and a bit awkward/artificial, but the richness of the assessment (formative) is incredible.
  • We rarely watch each other taking a history, talking to a consultant or interacting with allied health.
  • The number of small conflicts that arise, and the number of situations with distractions can really create an opportunity for an observer to give feedback on non-medical expert CanMEDS roles, that are not easily assessed in traditional formats.
  • Needs to be done by someone who is NOT the shift preceptor.[i.e. faculty “drops in on learner’s shift for a few hours”]

  Final exams

  • Controversial in terms of valid assessments of knowledge acquisition. But right now it’s the best we have. This article argues for more longitudinal assessment – and I would have to agree link.
  • Takes a lot of work from faculty to create exams – but it’s good CME.
  • The final exam itself is not a great tool, but the preparation for it is a great motivator.  [If people can not handle the stress of the exam prep, then perhaps they are not able to handle the stressors of being an ER physician].

The Learning Pyramid:

No-one can find the original research that this is based on – so some people question the validity. Nevertheless what the diagram shows [and I have to agree] is that we spend a lot of time and effort on passive activities that may not result in knowledge acquisition. The more experiential the learning the better – it also means that we should be spending more time observing learners doing and teaching and base our assessments on that.

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Nadim Lalani
Nadim is an emergency physician at the South Health Campus in Calgary, Alberta. He is passionate about online learning and recently made a transition into human performance coaching. He is currently working on introducing the coaching model into medical education.
Nadim Lalani
- 3 months ago