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Assessments: Do they assess learning outcomes Gill Harrison 7 th December 2012

C. onsortium for the. A. ccreditation of. S. onographic. E. ducation. Assessments: Do they assess learning outcomes Gill Harrison 7 th December 2012 . C. onsortium for the. A. ccreditation of. S. onographic. E. ducation. The role of CASE.

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Assessments: Do they assess learning outcomes Gill Harrison 7 th December 2012

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  1. C onsortium for the A ccreditation of S onographic E ducation Assessments: Do they assess learning outcomes Gill Harrison 7th December 2012

  2. C onsortium for the A ccreditation of S onographic E ducation The role of CASE “ Ensure that ultrasound practitioners are safe and competent to practice” How do you as an accreditor ensure that?

  3. Learning outcomes

  4. Higher education academy suggests: “HE teachers are expected to be able to show: • how the educational outcomes for a programme and learning outcomes for a module are being achieved;  • that the assessment methods used are appropriate to test the achievement of the intended outcomes;  • that the criteria used to judge achievement are aligned to the intended learning outcomes. " http://www.heacademy.ac.uk/hlst/resources/a-zdirectory/learningoutcomes

  5. Clinical Competency

  6. Learning outcomes for clinical competency e.g. By the end of the module the student should be able to: • Undertake ultrasound examinations safely and competently • Utilise the equipment to provide safe, appropriate diagnostic images • Be aware of the limitations of the examination • Provide verbal or written report of the findings • Critically evaluate the role of ultrasound within the patient care pathway

  7. Things I look for before getting to the final assessment stage • Processes for monitoring clinical progress during the course (full Pg course or focussed courses) • Communication between clinical department and university team • Student input into progress monitoring

  8. C onsortium for the A ccreditation of S onographic E ducation Assessment of Competency: Where? • CASE commissioned competency guidelines n=116

  9. Assessment of Competency: How?

  10. Assessment of competency: How? • What format will the assessment take? • Is the paperwork suitable to demonstrate all areas have been assessed and a minimum standard met? • What process is in place to ensure that all students are assessed to a similar standard?

  11. C onsortium for the A ccreditation of S onographic E ducation Assessment of Competency: Who?

  12. Assessment of Competency: Who? • How are assessors selected? • What training is available for the assessor? • Support for clinical staff in their role as supervisor / mentor / assessor? • Is there moderation of the assessment by a university nominated assessor? • How is parity ensured?

  13. Why external moderation / assessment? My thoughts.

  14. Assessment of Competency: fail at 1st attempt? Why do trainees fail? • Unable to scan • Inaccurate interpretation / clinical implications • Unaware of their limitations

  15. Summary: is the trainee competent? Is the assessment process fit for purpose? Who decides?

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