INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHFER
INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER Prof. Dr. med. Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT BOCHUM
INNOVATIVE ASSESSMENT TOOLS IN MEDICAL EDUCATION @ RUHR-UNIVERSITY BOCHUM ZENTRUM FÜR MEDIZINISCHE LEHRE |
WHY INNOVATIONS? ØDANGER! ØEFFECTIVENESS! ZENTRUM FÜR MEDIZINISCHE LEHRE |3
MEDICAL EXAMINATION #1 ØLegalize the civil use of potentially lethal weapons Ø Knifes [Scalpels] Ø X-rays Ø Poisons [Drugs]… Ø in order to help people Ø (or at least do not harm) ZENTRUM FÜR MEDIZINISCHE LEHRE |4
MEDICAL EXAMINATION #2 ØASSESSMENT DRIVES LEARNING ØConclusion: Tasks close to reality / practice ZENTRUM FÜR MEDIZINISCHE LEHRE |5
PROVEN (ANCIENT) TOOLS: Multiple. Choice Oral (unstructured) & Bed-side Continuing X Intermediate X Final X (>600 items) X X X ZENTRUM FÜR MEDIZINISCHE LEHRE |6
INNOVATIVE TOOLS Sim. Pat MEQ TJE Portfolio OSCE mini. CEx CBT PTM OSLER 360 Degree Log. Book ZENTRUM FÜR MEDIZINISCHE LEHRE cb. MCQ |7
CASE-BASED TOOLS Ø Modified Essay Question Tests (MEQ) Ø An authentic patient‘s history is developed over time (with 10 – 15 questions) Ø Interdisciplinary questions (basics, diagnostics, therapy, medication, prognosis, etc. ) Ø No way back (new chance after mistake) Ø Case-based Multiple-Choice Questions Ø Higher complexity ZENTRUM FÜR MEDIZINISCHE LEHRE |8
SIMULATED PATIENTS Ø Trained actors/actresses Ø Increased objectivity and reliability Ø Increased comparability Ø Add a score from the patient‘s perspective Ø Communication skills, professional behaviour Ø Used in Objective Structured Clinical Examinations (OSCE) ZENTRUM FÜR MEDIZINISCHE LEHRE |9
SIMULATED PATIENTS Ø Trained actors/actresses Ø Increased objectivity and reliability Ø Increased comparability Ø Add a score from the patient‘s perspective Ø Communication skills, professional behaviour Ø Used in Objective Structured Clinical Examinations (OSCE) ZENTRUM FÜR MEDIZINISCHE LEHRE | 10
(Fun) OSCE Simulated Patient with Knee Teacher With Checklist Student in Exam ZENTRUM FÜR MEDIZINISCHE LEHRE | 11
OSCE (Objective Structured Clinical Examination) Ø Short practical tasks (5 min) Ø 7 – 14 stations Ø Checklist for scoring Ø Using simulated patients Ø Replace unstructured oral exams ZENTRUM FÜR MEDIZINISCHE LEHRE | 12
1 2 3 4 5 8 7 Andreas Burger Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT BOCHUM 6
CLOSE TO REALITY Ø Mini Clinical Examinations (mini. CEx) Ø Small tasks on the ward at different times Ø Scores collected in a Log. Book Ø 360 Degree Examinations Ø Multiple Scores (on the job) by The medical teachers Ø The nurses Ø The peers Ø The patients Ø ZENTRUM FÜR MEDIZINISCHE LEHRE | 14
LOW THRESHOLD FEEDBACK Ø The Progress-Test Medicine (PTM) Ø 200 item Multiple-Choice Ø 5 answers plus „don‘t know“ Ø Graduation level Ø Applied each semester (12 times per student) Ø Indicates individual progress Ø Allows comparisons (with peers, … other faculties) ZENTRUM FÜR MEDIZINISCHE LEHRE | 15
Quelle: AG Progress-Test Charité, 2010 ZENTRUM FÜR MEDIZINISCHE LEHRE | 16
COMPUTER-BASED TESTING Ø Formative (voluntary, continuous) Ø Using a learning plattform (Blackboard) Ø Summative (mandatory) Ø Work in progress Ø Security issues ZENTRUM FÜR MEDIZINISCHE LEHRE | 17
TJE and OSLER Ø Triple Jump Exercise (TJE) Ø Read case/problem Ø 1. Activate prior knowledge, hypothesize and identify gaps in knowledge Ø 2. define learning goals / objectives, search Ø 3. explain and discuss Ø Objective structured long examination record (OSLER) using real patient ZENTRUM FÜR MEDIZINISCHE LEHRE | 18
OBJECTIVITY Ø Define expected solutions and scores beforehand Ø Attribute tasks to students randomly Ø e. g. by drawing lots ZENTRUM FÜR MEDIZINISCHE LEHRE | 19
ASSESSMENT AND PROBLEM-BASED LEARNING #2 ZENTRUM FÜR MEDIZINISCHE LEHRE |
PROBLEM-BASED LEARNING 1. 2. 3. 4. 5. Read & understand Focus main topics Brainstorming Sort ideas, hypotheses Define learning obj. 6. Learn 7. Teach 8. Give feedback
DEFINITION: PBL Take a problem (a patient, a situation, an observation) as starting point to Ø Activate prior knowledge Ø Discover gaps of knowledge Ø Define learning objectives to close these gaps Ø Learn Ø Teach others with your new knowledge ZENTRUM FÜR MEDIZINISCHE LEHRE | 22
PBL versus CBL Problem-based Learning Case-based Learning Ø Be curious, ask, what you want Ø Be creative and collect all kinds of associations Ø Learn, what you want Ø Widen your horizon Ø Learn to handle similar problems Ø Be effective and rule out unlikely ways Ø Quickly come to the point Ø Learn/repeat (standard) procedures Ø Focus your mind Ø Solve this problem ZENTRUM FÜR MEDIZINISCHE LEHRE | 23
POSITION #1: NO GO Ø Why not? Problem-based learning Ø is fun Ø fosters creativity Ø encurages brainstorming Ø opens the mind Ø creates a cooperative atmosphere Ø Everything would be destroyed by testing!? ZENTRUM FÜR MEDIZINISCHE LEHRE | 24
ASSESSMENT IN PBL Ø Test knowledge Ø Test problem-handling Ø Test creativity and unconventional thinking Ø Test team work and management Ø Test communication skills Ø Test presentation skills Ø Feedback: green – yellow – red card ZENTRUM FÜR MEDIZINISCHE LEHRE | 25
FEEDBACK IN PBL Ø PBL-Tutor Ø Triple-Jump Exercise Ø Peers ZENTRUM FÜR MEDIZINISCHE LEHRE | 26
INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT
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