How to Assess Students and Trainees in Medicine and Health.

Format:

Book

Author/Creator:

Westwood, Olwyn M. R.

Contributor:

Griffin, Ann.

Hay, Frank C.

Series:

How To Ser.

Language:

English

Subjects (All):

Educational Measurement.

Physical Description:

1 online resource (225 pages)

Edition:

3rd ed.

Place of Publication:

Hoboken : John Wiley & Sons, Incorporated, 2013.

Summary:

Do you want to improve standards of practice? Do you know how to construct examinations so that they are fit for purpose? Can you give constructive feedback to aid development? How to Assess Students and Trainees in Medicine and Health will help you develop these vital skills and much more. This brand new title is an ideal resource for those keen to promote best practice in assessment, evaluation and feedback. From the theoretical basics of medical education to the various types of assessment used today, the book considers the practical issues surrounding assessment, with 'trouble shooting' help for those designing and writing assessments. With hints and tips drawn from experienced medical educators, How to Assess Students and Trainees in Medicine and Health is fully supported by a companion website at www.wiley.com/go/assesshealth containing worked examples and sample exemplar assessments that can be modified for personal use, making this the ultimate guide to mastering assessment, evaluation and development of students and trainees.

Contents:

Cover

Title page

Copyright page

Contents

Contributors

Foreword

Preface

Chapter 1: Principles of assessment

Introduction

Trends in assessment

What is an assessment?

Competence and performance

Professionalism

What makes a good assessment?

Validity

Reliability

Overview of the book

Chapter 2: Assessment of knowledge

Classification of written questions

Essay questions

Modified essay questions (MEQ)

Short answer questions (SAQs)

Multiple-choice questions (MCQ)

Extended matching questions (EMQ)

Specific tests of clinical reasoning

Key feature problems (KFP)

Script concordance items (SCI)

Projects and dissertations

Guidance for successful delivery of projects and dissertations

Assessment of projects and dissertations

Portfolios

References

Further reading

Chapter 3: Development of skills competence assessment

Dimensions

Test formats

Competence assessments

Long case examination

Objective structured long examination record (OSLER)

Objective structured clinical examination (OSCE)

Objective structured assessment of technical skills (OSATS)

Practicalities to consider when planning an OSCE

Purpose of the assessment

Blueprinting (see also Chapter 6)

Developing OSCE stations

Simulated patient and assessor training

Feedback on performance

'Serious concerns' documentation

Current issues about competency assessment

Sequential OSCEs

Should high fidelity simulation be used in an OSCE?

Conclusions

Chapter 4: Assessment of performance

Why assess performance?

Simulation

High fidelity simulation

Planning a simulation episode

Workplace-based assessments

Mini clinical evaluation exercise (mini-CEX).

Directly observed procedural skill (DOPS)

Case-based discussion (CbD)

The acute care assessment tool (ACAT)

Challenges of WPBA

The future of the WPBA

Log books for undergraduate training

Personal development portfolios

Good practice in performance assessment

Chapter 5: Assessment of professionalism

What is professionalism?

How do you teach or learn professionalism?

Approaches to assessing professionalism

Faculty/teacher-practitioner assessment: observation in vitro

Objective structured clinical examinations (OSCEs)

Workplace-based assessments: Observations

Faculty/teacher-practitioner assessment: Observation 'in vivo'

Assessment as part of practice

Critical incidents/significant incidents

Undeclared observation

Faculty/teacher-practitioner assessment: Paper-based tests

Multiple-choice questions (MCQs)

Short answer questions and essays

Written reflections

Scenarios

Service user assessment

Patient satisfaction surveys

Ad hoc patient feedback

Peer assessment

Self-assessment

Proxy measures of professionalism

Looking towards the future: The recommendations of the Ottawa 2010 expert group

The assessment of professionalism as an individual phenomenon

The assessment of professionalism as an interpersonal phenomenon

The assessment of professionalism as an institutional/societal phenomenon

Summary

Chapter 6: Setting the standard in assessments

Summative and formative assessments

Scores and standards in assessments

Standard setting

Who sets the pass score?

Setting the pass score

Methods used for standard setting

Relative methods

Absolute methods

Compromise methods

A final thought on standard setting . . .

Blueprinting of assessment.

Computer-based assessments

Assessment management

Chapter 7: Feedback and assessment

What is feedback?

The increasing importance of feedback in healthcare education

Roles and challenges in facilitating feedback

Theories of feedback

Feedback for effective learning: key principles

Practical suggestions for effective feedback

Multi-source feedback

Patient satisfaction questionnaires

Doctors' interpersonal skills questionnaire (DISQ)

Appraisal

Feedback on assessment

Case of the month

Conversations can shape how individuals set their own goals

Chapter 8: Psychometrics in medical education assessment

Psychometrics in educational assessment

What is psychometrics?

Are educational assessments psychometric tests?

Psychometric validity and reliability in assessment

What is reliability?

What is validity?

Establishing and evaluating reliability

Classical test theory

Assessing the reliability of a written test result

Reliability of performance assessments: inter-rater reliability and generalisability theory

Item response theory

Establishing and evaluating validity

Evidence for validity of a test - predictive, convergent and discriminant validity

Threats to validity: systematic bias

Construct under-representation

Construct-irrelevant variance

Cheating

Chapter 9: Examiners and examination boards

Academic quality indicators

Marking and moderation of assessments

Compensation, condoned fails and mark capping

Mitigating circumstances, complaints and appeals

Role of the external examiner

National steer in the UK for the external examiner role

Examiner behaviours

Examiner judgement process.

Examiner severity

Just what level of consideration is given when assessing a candidate's work?

Why do some students fail?

Ethnicity and gender

Learning needs and learning disabilities

Students may be reluctant to seek help

Steps to support students

Chapter 10: Future developments in assessment and feedback

Regulatory change and its influence on assessment and feedback

Standardisation of assessment practice

National testing

Stimulating innovation

Re-validation

Academic changes influencing assessment and feedback

Economic changes influencing assessment and feedback

Sociological change influencing assessment and feedback

Technical developments and innovations in assessment practice

Developments in assessment research

Mining the assessment data sets

Recent education research that will influence policy change

Useful websites

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Westwood, Olwyn M. R. How to Assess Students and Trainees in Medicine and Health

ISBN:

9781118568057

OCLC:

831118397