INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER
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Transcript of INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER
INNOVATIVE ASSESSMENT TOOLSPBL AND ASSESSMENT
Thorsten SCHÄFER, Andreas BURGER
Prof. Dr. med. Thorsten SchäferZENTRUM FÜR MEDIZINISCHE LEHRE
RUHR-UNIVERSITÄT BOCHUM
INNOVATIVE ASSESSMENTTOOLS IN MEDICAL EDUCATION
@ RUHR-UNIVERSITY BOCHUM
ZENTRUM FÜR MEDIZINISCHE LEHRE | 2
WHY INNOVATIONS?
DANGER!
EFFECTIVENESS!
ZENTRUM FÜR MEDIZINISCHE LEHRE | 3
MEDICAL EXAMINATION #1
Legalize the civil use of potentially lethal weapons Knifes [Scalpels] X-rays Poisons [Drugs]…
in order to help people (or at least do not harm)
ZENTRUM FÜR MEDIZINISCHE LEHRE | 4
MEDICAL EXAMINATION #2
ASSESSMENT DRIVES LEARNING
Conclusion: Tasks close to reality / practice
ZENTRUM FÜR MEDIZINISCHE LEHRE | 5
PROVEN (ANCIENT) TOOLS:
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Continuing Intermediate Final
Multiple-Choice
X X X (>600 items)
Oral (unstructured)& Bed-side
X X X
INNOVATIVE TOOLS
ZENTRUM FÜR MEDIZINISCHE LEHRE | 7
MEQ
TJE
SimPat
miniCEx OSLER
OSCE
PTM
Portfolio
360 DegreeCBT
cbMCQLogBook
CASE-BASED TOOLS
Modified Essay Question Tests (MEQ) An authentic patient‘s history is developed over
time (with 10 – 15 questions) Interdisciplinary questions (basics, diagnostics,
therapy, medication, prognosis, etc.) No way back (new chance after mistake)
Case-based Multiple-Choice Questions Higher complexity
ZENTRUM FÜR MEDIZINISCHE LEHRE | 8
SIMULATED PATIENTS
Trained actors/actresses Increased objectivity and reliability Increased comparability Add a score from the patient‘s perspective Communication skills, professional behaviour
Used in Objective Structured Clinical Examinations (OSCE)
ZENTRUM FÜR MEDIZINISCHE LEHRE | 9
SIMULATED PATIENTS
Trained actors/actresses Increased objectivity and reliability Increased comparability Add a score from the patient‘s perspective Communication skills, professional behaviour
Used in Objective Structured Clinical Examinations (OSCE)
ZENTRUM FÜR MEDIZINISCHE LEHRE | 10
(Fun) OSCE
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TeacherWith
Checklist
Simulated Patient with Knee
Student in Exam
OSCE (Objective Structured Clinical Examination) Short practical tasks
(5 min) 7 – 14 stations Checklist for scoring Using simulated
patients Replace unstructured
oral exams
ZENTRUM FÜR MEDIZINISCHE LEHRE | 12
1 2 3
4
5
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Andreas Burger Thorsten SchäferZENTRUM FÜR MEDIZINISCHE LEHRERUHR-UNIVERSITÄT BOCHUM
CLOSE TO REALITY
Mini Clinical Examinations (miniCEx) Small tasks on the ward at different times Scores collected in a LogBook
360 Degree Examinations Multiple Scores (on the job) by
The medical teachers The nurses The peers The patients
ZENTRUM FÜR MEDIZINISCHE LEHRE | 14
LOW THRESHOLD FEEDBACKThe Progress-Test Medicine (PTM)
200 item Multiple-Choice 5 answers plus „don‘t know“ Graduation level Applied each semester (12 times per student)
Indicates individual progress Allows comparisons (with peers, … other
faculties)ZENTRUM FÜR MEDIZINISCHE LEHRE | 15
ZENTRUM FÜR MEDIZINISCHE LEHRE | 16
Quelle: AG Progress-TestCharité, 2010
COMPUTER-BASED TESTING
Formative (voluntary, continuous) Using a learning plattform (Blackboard)
Summative (mandatory) Work in progress Security issues
ZENTRUM FÜR MEDIZINISCHE LEHRE | 17
TJE and OSLER
Triple Jump Exercise (TJE) Read case/problem 1. Activate prior knowledge, hypothesize and
identify gaps in knowledge 2. define learning goals / objectives, search 3. explain and discuss
Objective structured long examination record (OSLER) using real patient
ZENTRUM FÜR MEDIZINISCHE LEHRE | 18
OBJECTIVITY
Define expected solutions and scores beforehand
Attribute tasks to students randomly e.g. by drawing lots
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ASSESSMENT AND PROBLEM-BASED LEARNING
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#2
PROBLEM-BASED LEARNING
1. Read & understand2. Focus main topics3. Brainstorming4. Sort ideas, hypotheses5. Define learning obj.
6. Learn
7. Teach
8. Give feedback
DEFINITION: PBL
Take a problem (a patient, a situation, an observation) as starting point toActivate prior knowledgeDiscover gaps of knowledgeDefine learning objectives to close these gapsLearnTeach others with your new knowledge
ZENTRUM FÜR MEDIZINISCHE LEHRE | 22
PBL versus CBL
Problem-based Learning Be curious, ask, what
you want Be creative and collect
all kinds of associations Learn, what you want Widen your horizon Learn to handle similar
problems
Case-based Learning Be effective and rule out
unlikely ways Quickly come to the
point Learn/repeat (standard)
procedures Focus your mind Solve this problem
ZENTRUM FÜR MEDIZINISCHE LEHRE | 23
POSITION #1: NO GO
Why not? Problem-based learning is funfosters creativityencurages brainstormingopens the mindcreates a cooperative atmosphere
Everything would be destroyed by testing!?ZENTRUM FÜR MEDIZINISCHE LEHRE | 24
ASSESSMENT IN PBL
Test knowledgeTest problem-handlingTest creativity and unconventional thinkingTest team work and managementTest communication skillsTest presentation skills
Feedback: green – yellow – red cardZENTRUM FÜR MEDIZINISCHE LEHRE | 25
FEEDBACK IN PBL
PBL-TutorTriple-Jump
ExercisePeers
ZENTRUM FÜR MEDIZINISCHE LEHRE | 26
INNOVATIVE ASSESSMENT TOOLSPBL AND ASSESSMENT