Effective Effective Assessment and Feedback Assessment and - - PowerPoint PPT Presentation

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Effective Effective Assessment and Feedback Assessment and - - PowerPoint PPT Presentation

Dec 12, 2022 218 likes •532 views

Effective Effective Assessment and Feedback Assessment and Feedback in Clinical Precepting in Clinical Precepting Jonathan Rohrer, Ph.D., D.Min. Statewide Campus System MSUCOM rohrerjo@msu.edu Why Competence Assessment? Why Competence

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Effective Effective Assessment and Feedback Assessment and Feedback in Clinical Precepting in Clinical Precepting

Jonathan Rohrer, Ph.D., D.Min.

Statewide Campus System MSUCOM rohrerjo@msu.edu

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Why Competence Assessment? Why Competence Assessment?

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Why Competence Assessment? Why Competence Assessment?

It is mandated by the AOA

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What is Competence What is Competence Assessment? Assessment?

Competence assessment enables the medical educator and the student or resident to think systematically about the cognitive and technical skills as well as the informing values that are necessary to practice medicine in the treatment of patients.

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What is Competence? What is Competence?

The habitual use of knowledge, technical skills, and values in clinical reasoning to effectively treat patients in a practice setting.

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Objectives of Presentation Objectives of Presentation

Summarize the elements of appropriate

feedback & assessment that enable growth in clinical competence.

Explain four principles of effective

assessment and feedback.

Explain key methods for teaching &

assessing procedural skills.

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Elements of Appropriate Elements of Appropriate Feedback and Assessment: Feedback and Assessment:

Summative

Provide accountability

and certification

Provide barriers for

practice and non- practice

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Elements of Appropriate Elements of Appropriate Feedback and Assessment: Feedback and Assessment:

Summative

Provide accountability

Formative and Summative Assessment Formative and Summative Assessment

Formative

Promoting reflection Improving decision

and certification making

Provide barriers Providing reassurance Guiding future learning Providing criteria

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Principles for Effective Principles for Effective Feedback Feedback

  • 1. Competency Objectives
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  • 1. Competency Objectives
  • 2. Conditions: Real World

Principles for Effective Principles for Effective Feedback Feedback

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Principles for Effective Principles for Effective Feedback Feedback

  • 1. Competency Objectives
  • 2. Conditions: Real World
  • 3. Criteria/Cut Off: Level of

Competence vs. Non-competence

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Principles for Effective Principles for Effective Feedback Feedback

  • 1. Competency Objectives
  • 2. Conditions: Real World
  • 3. Criteria/Cut Off: Level of

Competence vs. Non-competence

  • 4. Choice of Assessment-Performance

Based with Specific Detailed Behaviors

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  • 1. Competency Objectives
  • 1. Competency Objectives

What are the competencies enfolded in this outcome? Cognitive-knowledge Behavioral-skills Affective-Attitudes/ Values

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  • 1. Competency Objectives:
  • 1. Competency Objectives:

Cognitive Domain Cognitive Domain

States principles and practices of industrial

hygiene

Defines key terminology of occupational

illnesses

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  • 1. Competency Objectives:
  • 1. Competency Objectives:

Behavioral Domain Behavioral Domain

Demonstrates skills necessary to treat occupational illnesses

Demonstrates clinical decision making in the

treatment of occupational illnesses

Diagnoses common occupationally-related

disorders

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  • 1. Competency Objectives:
  • 1. Competency Objectives:

Affective Domain Affective Domain

Shows commitment to occupational health in the community

Expresses the importance of occupational

health issues

Indicates willingness to treat occupational

illnesses in practice

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  • 2. Conditions
  • 2. Conditions

What is the context of performance assessment? What is the medium for the performance?

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  • 3. Criteria/Cut Off
  • 3. Criteria/Cut Off

How many? How much? How long?

?

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  • 3. Criteria/ Cut Off: Cognitive
  • 3. Criteria/ Cut Off: Cognitive

Must score 80% or better in each of the following domains:

  • research statistics
  • principles of industrial hygiene
  • ccupational illness terminology
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  • 3. Criteria/ Cut Off: Behavioral
  • 3. Criteria/ Cut Off: Behavioral

Performs a thoracic pump in the treatment of

a postoperative laparotomy patient

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  • 3. Criteria/ Cut Off: Behavioral
  • 3. Criteria/ Cut Off: Behavioral

Performs a thoracic pump in the treatment of

a postoperative laparotomy patient

Inserts a catheter into a male patient who

presents at the emergency room with complaints of nausea, extreme pain in the lower back, and an inability to urinate

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  • 3. Criteria/ Cut Off: Affective
  • 3. Criteria/ Cut Off: Affective

treats patients with courtesy and respect. rates willingness to integrate occupational

health into practice at 4 or better on a 5-point scale (5 = the most willing)

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  • 4. Choice of Assessment:
  • 4. Choice of Assessment:

Checklists Checklists

Assess presence or absence of items Direct attention to observed performance Easy to construct with clear competency

  • bjectives

Require that absence or presence defines competence Require an inclusive list of behaviors

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  • 4. Choice of Assessment:
  • 4. Choice of Assessment:

Checklist Example Checklist Example

Performs a thoracic pump in the treatment of a postoperative laparotomy patient : Patient is supine with the physician at the head of the table. Hands placed just inferior to clavicles with heels of hands over ribs 2-4 Angle hands laterally with fingers spread Apply gentle rhythmic pumping through flexion-extension motion of elbows (120x minute) Apply treatment for one minute Yes___ No___

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  • 4. Choice of Assessment:
  • 4. Choice of Assessment:

Rating/ Likert Scales Rating/ Likert Scales

Assess degree to which attitude/

performance is present

Direct attention to observed performance Easy to construct with clear objectives Require an inclusive list Allow judgments for proficiency

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  • 4. Choice of Assessment:
  • 4. Choice of Assessment:

Example of Rating Scale Example of Rating Scale

The physician encourages patient responses. The physician encourages patient responses.

Uses directive questions; uses closed-ended questions; discourages questions Uses open- ended questions; uses echoing uses paraphrasing; uses exploratory questions

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  • 4. Choice of Assessment: Tips
  • 4. Choice of Assessment: Tips

for Checklists and Scales for Checklists and Scales

  • bserve the behavior

write clear instructions choose descriptors/anchors carefully train users

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  • 4. Choice of Assessment: Likert
  • 4. Choice of Assessment: Likert

Scales Scales

items have statements of attitude or

  • pinion (not fact)

items have five to seven points points are equidistant points are balanced at either end

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Resources Resources

Ronald M. Epstein. Assessment in Medical

  • Education. The New England Journal of Medicine.

Volume 356:387-396, January 25. 2007, Number 4.

Norman E. Gronlund. Writing Instructional Objectives

for Teaching and Assessment. Seventh Edition, Pearson, Merrill Prentice Hall, 2004

Johns Hopkins Giving Feedback Online Course

http://www.hopkinsmedicine.org/fac_development/vid eo/flash/index.html

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Jonathan Rohrer, Ph.D., Jonathan Rohrer, Ph.D., D.Min D.Min. . rohrerjo@msu.edu rohrerjo@msu.edu

The materials referenced in this lecture are available on the SCS Website: http://scs.msu.edu/GMESeries2010/