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  • Assessment For The Primary Care Attachment: How Harmonisation Has Improved Assessment and Feedback

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    Cardiff University School of Medicine C21 Curriculum Showcase
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    Dr Frances Gerrard, Professor Kamila Hawthorne, Ms Rebecca Masefield Institute of Medical Education Objectives To examine the assessment methods introduced with Harmonisation (integration of Year 5 medical studies with the requirements of the Foundation Programme) for the completion of the assessment procedure and feedback from year 5 tutors. Theoretical and strategic perspectives: Harmonisation was introduced for the Cardiff Year 5 students in August 2013, with the aim of organising the primary and secondary care placements to act as an apprenticeship for the Foundation Programme. Assessment procedures were correspondingly altered to reflect those of the Foundation Programme, with the introduction of mini-clinical examinations ,case-based discussions (CBDs) as well as a practical procedures log book (to mirror the directly observed procedures (dops) of the Foundation Programme, and a detailed educational Supervisor’s Report for each placement. The last GMC inspection report (2012) had highlighted Cardiff University’s MB, BCh assessment procedures as an area requiring improvement. It is vital that all aspects of the C21 Curriculum have valid assessment procedures. Putting Theory into Practice: Obstacles and Achievements The Primary Care Attachment has been extended to an eight week placement with assessment as CBDs and a detailed educational supervisor’s report to be completed by the GP tutor. As a new method of assessment this required training of the GP tutors, and support. The plan was to utilise the NES website for this, but this was not achievable for 2013/14 thus the medical school’s student e-portfolio was amended for this purpose. Unfortunately this was after the Year 5 training conferences had occurred. Submissions from the first student rotation looked for satisfactory completion of CBDs and Educational Supervisors’ reports and a Quality Assurance exercise was undertaken to look at student submissions of CBDs. Outcomes and Future Plans The initial results were very positive with virtually all CBDs being of at least a satisfactory standard and 98& of Educational Supervisor’s reports complete. 60% of GP tutors rated their students as excellent.

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    Assessment for the Primary Care Attachment: How Harmonisation has improved assessment and feedback

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    Dr Frances Gerrard, Professor Kamila Hawthorne, Ms Rebecca Masefield Institute of Medical Education Objectives To examine the assessment methods introduced with Harmonisation (integration of Year 5 medical studies with the requirements of the Foundation Programme) for the completion of the assessment procedure and feedback from year 5 tutors. Theoretical and strategic perspectives: Harmonisation was introduced for the Cardiff Year 5 students in August 2013, with the aim of organising the primary and secondary care placements to act as an apprenticeship for the Foundation Programme. Assessment procedures were correspondingly altered to reflect those of the Foundation Programme, with the introduction of mini-clinical examinations ,case-based discussions (CBDs) as well as a practical procedures log book (to mirror the directly observed procedures (dops) of the Foundation Programme, and a detailed educational Supervisor’s Report for each placement. The last GMC inspection report (2012) had highlighted Cardiff University’s MB, BCh assessment procedures as an area requiring improvement. It is vital that all aspects of the C21 Curriculum have valid assessment procedures. Putting Theory into Practice: Obstacles and Achievements The Primary Care Attachment has been extended to an eight week placement with assessment as CBDs and a detailed educational supervisor’s report to be completed by the GP tutor. As a new method of assessment this required training of the GP tutors, and support. The plan was to utilise the NES website for this, but this was not achievable for 2013/14 thus the medical school’s student e-portfolio was amended for this purpose. Unfortunately this was after the Year 5 training conferences had occurred. Submissions from the first student rotation looked for satisfactory completion of CBDs and Educational Supervisors’ reports and a Quality Assurance exercise was undertaken to look at student submissions of CBDs. Outcomes and Future Plans The initial results were very positive with virtually all CBDs being of at least a satisfactory standard and 98& of Educational Supervisor’s reports complete. 60% of GP tutors rated their students as excellent.

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    Scarica in formato PPTX, PDF, TXT o leggi online su Scribd
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    27 visualizzazioni1 pagina

    Assessment For The Primary Care Attachment: How Harmonisation Has Improved Assessment and Feedback

    Caricato da

    Cardiff University School of Medicine C21 Curriculum Showcase
    Dr Frances Gerrard, Professor Kamila Hawthorne, Ms Rebecca Masefield Institute of Medical Education Objectives To examine the assessment methods introduced with Harmonisation (integration of Year 5 medical studies with the requirements of the Foundation Programme) for the completion of the assessment procedure and feedback from year 5 tutors. Theoretical and strategic perspectives: Harmonisation was introduced for the Cardiff Year 5 students in August 2013, with the aim of organising the primary and secondary care placements to act as an apprenticeship for the Foundation Programme. Assessment procedures were correspondingly altered to reflect those of the Foundation Programme, with the introduction of mini-clinical examinations ,case-based discussions (CBDs) as well as a practical procedures log book (to mirror the directly observed procedures (dops) of the Foundation Programme, and a detailed educational Supervisor’s Report for each placement. The last GMC inspection report (2012) had highlighted Cardiff University’s MB, BCh assessment procedures as an area requiring improvement. It is vital that all aspects of the C21 Curriculum have valid assessment procedures. Putting Theory into Practice: Obstacles and Achievements The Primary Care Attachment has been extended to an eight week placement with assessment as CBDs and a detailed educational supervisor’s report to be completed by the GP tutor. As a new method of assessment this required training of the GP tutors, and support. The plan was to utilise the NES website for this, but this was not achievable for 2013/14 thus the medical school’s student e-portfolio was amended for this purpose. Unfortunately this was after the Year 5 training conferences had occurred. Submissions from the first student rotation looked for satisfactory completion of CBDs and Educational Supervisors’ reports and a Quality Assurance exercise was undertaken to look at student submissions of CBDs. Outcomes and Future Plans The initial results were very positive with virtually all CBDs being of at least a satisfactory standard and 98& of Educational Supervisor’s reports complete. 60% of GP tutors rated their students as excellent.

    Copyright:

    Attribution Non-Commercial No-Derivs (BY-NC-ND)
    Scarica in formato PPTX, PDF, TXT o leggi online su Scribd
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    Assessment for the Primary Care Attachment How Harmonisation has improved assessment and feedback

    Dr Frances Gerrard, Professor Kamila Hawthorne, Ms Rebecca Masefield


    The Purpose of Harmonisation To organise primary and secondary care placements to act as an apprenticeship for Year 5 medical students to prepare them for their role as Foundation Programme doctors Assessment Tools for Primary Clinical Attachment Personal Learning Plan (PLP) Case-Based Discussions (CBD) 4 Educational Supervisors Report Practical Skills Logbook (on going) The Purpose of assessment in year 5 To provide appropriate measurement of performance and feedback to students using tools that harmonise with the Foundation Programme.

    Assessment Tools for Junior Secondary Assistantship Mini Clinical Examinations (mini-cexs) Directly Observed Procedures (dops) My Practice Practice-Based Discussions Educational Supervisors Report Practical Skills Logbook (on going)

    Some Problems with Assessment on 5th Year GP Attachments in Previous Years PROBLEM: Late completion of student assessments by GP tutors as final marking was requested after the student had left the placement

    What Do We Assess in Case-Based Discussions? Case based discussions are learning discussions between the GP tutor and the student each based on a patient the student has seen in a consultation. There are guidelines on the range of cases and the student submits a written summary prior to the tutorial covering these headings on which they are assessed

    SOLUTION: completion of Case-based discussions with the student giving immediate feedback in a format similar to Foundation Programme feedback

    Holistic Practice

    Data Gathering & Interpretation

    PROBLEM: Variability of feedback

    Making Diagnoses / Decisions

    Clinical Management

    SOLUTION: a standard list of competencies for student and tutor guidance

    Practising Ethically

    Managing Medical Complexity

    PROBLEM: Minimal feedback on attendance, competence and professionalism SOLUTION: a standardised clinical supervisors report for each final year clinical placement requiring detailed feedback on the student as a professional a scholar and an effective practitioner currently the responsibility of the student to ensure it is delivered to Year 5 administration.

    Working with Colleagues

    Community Orientation

    Overall Tutor Rating for Students 2

    Sample of 75 Reports

    Excellent 24 No Concerns Some Concerns Major Concerns 49

    (8) Enthusiastic (3) Pleasant (6) Professional (2) Best student we have had (4) Team worker (5) Learns quickly (6) Impressed (7) Reliable (4) Empathy (7) Intelligent (3) Knowledgeable

    Concerns were to do with organisational skills and time-keeping in these two cases

    And for the Future Student portfolio to be completely electronic Team assessment of behaviour (multisource feedback) for all final year student placements

    Commonly used comments about students in supervisors final reports (sample from 20 reports)

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