INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER Prof. Dr. med. Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT

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!


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)


MEDICAL EXAMINATION #2

ASSESSMENT DRIVES LEARNING

Conclusion: Tasks close to reality / practice


PROVEN (ANCIENT) TOOLS:


Continuing Intermediate Final

Multiple-Choice

X X X (>600 items)

Oral (unstructured)& Bed-side

X X X

INNOVATIVE TOOLS


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


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)


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)


(Fun) OSCE


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


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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


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


Quelle: AG Progress-TestCharité, 2010

COMPUTER-BASED TESTING

Formative (voluntary, continuous) Using a learning plattform (Blackboard)

Summative (mandatory) Work in progress Security issues


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


OBJECTIVITY

Define expected solutions and scores beforehand

Attribute tasks to students randomly e.g. by drawing lots


ASSESSMENT AND PROBLEM-BASED LEARNING


#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


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


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


INNOVATIVE ASSESSMENT TOOLSPBL AND ASSESSMENT

Documents

INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER Prof. Dr. med. Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT