Assessment in medical School - College of Medicine

Assessment in medical school Dr/ Hoda Khalifa Professor of Histology and cell biology Vice dean of students’ affairs  Transfer Goal Understand the Academy College of Medicine’s assessment system.  Students’ learning outcomes At the end of this lecture the student will be abl...

Assessment in medical school Dr/ Hoda Khalifa Professor of Histology and cell biology Vice dean of students’ affairs  Transfer Goal Understand the Academy College of Medicine’s assessment system.  Students’ learning outcomes At the end of this lecture the student will be able to: Discuss types of assessment Correlate assessment methods with different ILO’s  Outline What is assessment? Why? When (exam schedule)? How (types of exams)? Grading & Regulation  What is assessment? ► The process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.  Why? For the students: ► Achieving the learning objectives ► Measuring performance ► Diagnosing students ’ problems ► Measuring improvement ► Selecting (ranking) individuals  When? Types of Exams: 1- Formative Assessment 2- Summative Assessment  Formative Summative with no summative Results evaluation results Foster focus on the development outcome &improvement Formative Assessment Assessment of efforts prior to their completion for improvement. Formative evaluation is not an end in itself.  How to do formative assessment? ► Pre-reading quiz ► The one-minute paper ► Think-pair-share ► Practical quiz ► Multiple choice question ► Problem-based learning (PBL) When? Summative Exams Continuous assessment: Represents 30% Assignment: Represents 10% Practical exam: Represents 20% Final written exams: Represents 40% At the end of each course  What do we assess? We assess students to find out if they have acquired the expected knowledge, skills, and attitudes. ?? Competencies  Competency includes: ► Knowledge and Understanding ► Intellectual Skills ► Clinical, Procedural, Practical and Technical Skills ► Professional Attitude and Behavioral Skills ► Communication Skills ► General and Transferable Skills Institutional Mission  How? Alignment with the ILO’s Course Contents Course Teaching/ SLOs Learning Methods Assessment methods Intended learning outcomes: Knowledge and Understanding Written Intellectual (Application, Problem Solving and Decision Making) Skills OSPE Practical (Clinical, Procedural & OSCE and Technical) skills Professional Ethics/Attitudes Assignment and Behavioral Skills Communication Skills Portfolio General and Transferable Skills Summative Assessment Summative Assessment Written Practical/ clinical projects& Assignment  Knowledge levels Problem solving  Objective written exams ► Multiple Choice Questions (MCQs) ► Extended Matching Questions How MCQ items are constructed? Lead-in (question) Alternatives (options or choices): One correct answer, and several wrong distractors. Did you use it before?  Extended Matching Questions How it EMQ must follow Matching Questions) are a theme: (Extended constructed? Built upon a theme: 1- An option list (Generally more than 5, usually 8) 2- A lead-in statement 3- Three or four stems or clinical scenarios. 4- For each stem, the candidate should choose the most appropriate option from A–H. 5- If an option will be correct for more than one question, there must be a written instruction. Exten ded Match ing Q Lead in Scenarios or Q Integrated questions At the end of each course Is there Essay Questions? Not in the pre- clerkship phase But short answer questions will be used  In clerkship phase Modified essay questions MEQ ❖ Constructed around a patient scenario. ❖ The questions are revealed in a sequential manner ❖ Resembles real-life. ❖ Designed to test problem solving and decision making ability of students. How do professional skills be examined? 32 What is in the stations?  Stationary Station... : Dynamic Station... : Show the Ulnar Nerve Examine the provided urine in the anatomical sample for proteins specimen Check list will be prepared for dynamic stations ? Station...: Measure the ? Station...: Interpret weight of ( yourself / the effect of continuous colleague etc … stimulation on the muscle twitch curve 37 Characteristics of the OSCE ► In most stations students are observed (by one or more examiners) ► Scored as they carry out the task or interpret clinical materials (e.g. laboratory data, X-rays), write notes or answer question Exam Venue How does stations’ exchange occur?  Assessment of NMD1000 Introduction to medical profession What How When Date Marks Responsible Participation on discussion forum Share a End of the Thursday 10 nd What do you expect in Academy college comment and 2 week 12/10 of Medicine? reply to others EKB activity & Email good medical Start of the Saturday 10 2 LINKs One video and pdf on practice second week 14/10 Reflective sheet why medical Start of the Monday 15 school? second week 16/10 Questionnaire respond End of course Tuesday 24/10 10 Evaluation of the PBL participation Evaluation After this 7, 14- 17/10 10 sessions sheet course sessions  Assessment of NMD1000 Introduction to medical School What How When Date Marks Responsible 2 Written MCQ using bubble Written MCQ on Start of Saturday 14/10 20 (10 sheets bubble sheets 3rd week & each) Included lectures Saturday21/10 PPT and PDF 4th week Exam 1: L7 Assessment L8 health care system Each exam will be 10 Q at the start of the day for all L10 Terminology1 students L11 Terminology 2 Exam 2 L13- L16, L19-L22 Graduation Requirements ►To be qualified for the Bachelor Degree in Medicine and Surgery, the candidate must successfully pass : ∙ All program core-courses with a minimum CGPA 2.00. ∙ All program required elective courses. ∙ The Portfolio evaluation. ► Elective courses marks for are not counted in the graduation cumulative marks  ‫‪Honours‬‬ ‫ﻣﻧﺢ ﻣرﺗﺑﺔ اﻟﺷرف‬ ‫► ﺗﻣﻧﺢ ﻣرﺗﺑﺔ اﻟﺷرف ﻟﻠطﺎﻟب اﻟذي ﻻ ﯾﻘل ﻣﻌدﻟﮫ اﻟﺗراﻛﻣﻲ ﻋن ‪ 3.00‬ﻣﻊ ﺗﺣﻘﯾق‬ ‫ﻣﺛل ھذا اﻟﻣﻌدل ﻋﻠﻰ اﻷﻗل ﺧﻼل ﺟﻣﯾﻊ ﻓﺻول اﻟدراﺳﺔ وأن ﻻ ﯾﻛون ﺣﺻل‬ ‫ﻋﻠﻲ ﺗﻘدﯾر ‪ F‬ﻓﻲ أي ﻣﻘرر ﺧﻼل درا ﺳﺗﮫ‬  Violations of exams regulations and academic integrity Disobeying Disrupting the discipline or quietness of the oral warning for the examination exam hall. For example: first time only, instructions - Repeated talking. then student is - Repeated showing a switched off mobile dismissed from the during the exam. exam and allocated - Repeated ringing of a mobile phone. “zero”. Refusing to Repetition of any of the offenses mentioned in The student is carry out item number (1) in any other subject during dismissed from the instructions the exam period. examination hall and the grade allocated to the subject is “F”.  Violations of exams regulations and academic integrity Cheating Using any cheating methods. For - The student fails example: the subject in - A switched-on mobile phone that question. contains course information. - The grades - An unauthorized paper slip, table, notes allocated to the or any other means or tools with course two subsequent information. subjects (or the - Exchanging answer or questions sheet two previous with a colleague during the exam. ones) should be - Exchanging tools with information about “W”. the subject with a colleague during the exam. - Failing to observe the required regulations for academic integrity.  Violations of exams regulations and academic integrity Offending the Offending the - The student fails all courses invigilator or the invigilator or the exam registered for this semester (all exam supervision supervision authority subjects “F”). authority verbally whether verbally or - The student’s registration for the or physically. physically. following semester will be suspended. The case is then forwarded to the Student Affairs Committee to determine whether the student is to continue his/her studies at the Academy or not. Impersonation of another student to sit for Final expulsion from the Academy. the exam instead of him/her.  ary mm Formative S u Marks& Time summative Assessment Knowledge MCQ,SAQ Domain Psychomotor OSPE&OSCE Assignment& Attitude Potfolio  Resources: ► Morrison J. ABC of learning and teaching in medicine: Evaluation. BMJ: British Medical Journal. 2003 Feb 15;326(7385):385. ► ASSESSMENT AND EVALUATION IN EDUCATION. Tomás de Aquino Caluyua Yambi 2018 ► Amin Z, Chong YS, Khoo HE. Practical guide to medical student assessment. World Scientific; 2006.