Assessment in the Shared Discovery Curriculum 9/16/15

All About SCRIPT  Assessments will be transparently linked back to the College’s framing competencies:  Service  Care of Patients  Rationality  Integration  Professionalism  Transformation

Care of Patients 1.Demonstrates kindness and compassion to patients and their families Critical deficiencies:  Displays bias based on gender, race, or sexual orientation during interactions  Fails to respond to patient/family emotions, or responds in ways that could be construed as uncaring or intolerant Novice:  Acknowledges the vulnerability of patients and their families  Avoids sexism, racism, and sexual orientation bias in interactions  Continuously questions personal assumptions about others  Demonstrates kindness and compassion in uncomplicated situations and/or with people from similar backgrounds routinely Developing:  Identifies, articulates, and responds to the fear, suffering, and hopes of others  Strives to embrace cultural and lifestyle differences among people  Demonstrates kindness and compassion in complicated situations and with people from diverse backgrounds Competent:  Articulates and embraces differences among people  Demonstrates awareness of how interpersonal differences affect interactions  Demonstrates kindness and compassion even in challenging circumstances (e.g. in situations which evoke high levels of emotion )

Components  Longitudinal progress testing  Artifacts  Narrative  Authentic practice  Plans to improve  Comprehensive Basic Science Exam  Progress Clinical Skills Exam  Portfolio  Logbooks  Direct observation  Multisource feedback  Personal Learning Plan

Progress Suite of Assessments  Twice per semester  Targets for achievement within different curricular segments  CBSE: –“Step 1”-centric in ECE and MCE –“Step 2”-centric in LCE  PCSE: –Majority of cases drawn from ECE topics BUT with broad range of KSA appropriate across spectrum

Logbook  Procedures expected for entering residency –CPR –Bag and mask ventilation –Venipuncture –Intravenous line insertion –etc  Other elements to be tracked

Multisource Feedback  Peers  Physician preceptors  Non-physician preceptors  Allied health professionals (team members)  Patients and families  Administrators and staff

Direct Observation  Interviewing  Examining  Counseling  Presenting  Discussing

Other Artifacts  Medical record review  Essays  Short answer  Reflection statements, journals  Audiovisual materials

Personal Learning Plans  Template BUT requires significant reflection, selection of evidence by the student  Identify areas of strength, improvement  Specific, measurable, appropriate, reasonable and timely goals  Discussed with coach/mentor  Forwarded to the Competence Committee

Competence Committee  All Fellows of the Academy participate  Faculty development and standard setting  Four subcommittees –Membership from all four Learning Societies –Longitudinally follow assigned students throughout the curriculum

Within Subcommittee  Recused for your mentees  First and second reviewers for each subcommittee meeting  General discussion  Recommendation for grade –If CP or N, automatic administrative review by another subcommittee before the recommendation is forwarded