WORKSHOP ON CLINICAL TEACHING 24 APRIL 2009 Group 5 ASSESSMENT & EVALUATION OF CLINICAL TEACHING

How to assess whether students are learning? How to assess whether students are learning? What are the best methods of assessment? What are the best methods of assessment? When should the assessment be made? When should the assessment be made?

ASSESSMENT & EVALUATION OF CLINICAL TEACHING Assessment can be done: Informally Informally Formally Formally

INFORMALASSESSMENT

How to assess informally whether students are learning? Use of reflective learning technique: Use of reflective learning technique: Students should be able to identify their individual learning needs and issues which arise from their clinical sessions Students should be able to identify their individual learning needs and issues which arise from their clinical sessions Students make an effort to address their learning needs and issues e.g. reading books, practice physical examinations, evidence-based databases Students make an effort to address their learning needs and issues e.g. reading books, practice physical examinations, evidence-based databases Learning needs and issues are then discussed in the next session Learning needs and issues are then discussed in the next session Key learning points are summarised as take home message Key learning points are summarised as take home message

What are the best methods of informal assessment ? Observed history taking and physical examinations Observed history taking and physical examinations Observed consultation skills – in clinic setting e.g. empathic communication can be assessed Observed consultation skills – in clinic setting e.g. empathic communication can be assessed Group discussion Group discussion Role play Role play Video-taped consultation Video-taped consultation Self assessment Self assessment

When should the informal assessment be made? During regular clinical teaching sessions During regular clinical teaching sessions Bedside teaching Bedside teaching Clinic/Consulting sessions Clinic/Consulting sessions Operating theatre Operating theatre Over breakfast, lunch etc Over breakfast, lunch etc CPD session CPD session

FORMALASSESSMENT

How to assess formally whether students are learning? Continuous assessment Continuous assessment e.g. Case write –up : students should be able to show understanding of the cases, both scientifically and psychosocially e.g incorporating evidence-based references in the discussion, and not just merely ‘cut&paste’ information from text book Clinical examinations Clinical examinations e.g. direct observation of clinical skills and empathic communications direct observations of students-patient interaction direct observations of students-patient interaction videotaped videotaped

What are the best methods of formal assessment? Continuous assessment: Continuous assessment: Case write up Case write up Case presentations Case presentations Seminars Seminars Audit project presentations Audit project presentations End of posting examinations End of posting examinations Theory – BAQ, EMQ, MEQ Theory – BAQ, EMQ, MEQ Clinical – Long and short cases, OSCE (should this be included in the Professional III exam?), Consulting skills assessment Clinical – Long and short cases, OSCE (should this be included in the Professional III exam?), Consulting skills assessment

When should the formal assessment be made? Continuous assessment Continuous assessment End of posting examinations End of posting examinations Pro III Examinations Pro III Examinations

SUMMARY Clinical assessment should be pitched at the right level: Year 3 : History Taking, Physical Examinations & Early Problem Solving Skills Year 3 : History Taking, Physical Examinations & Early Problem Solving Skills Year 4: History Taking, Physical Examinations, Diagnostic & Management Skills Year 4: History Taking, Physical Examinations, Diagnostic & Management Skills Year 5: History Taking, Physical Examinations, Diagnostic & Management Skills Year 5: History Taking, Physical Examinations, Diagnostic & Management Skills

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