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 Patients1. 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