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Component 2 The Certification of Graduates Using a National Competency-based Examination

Component 2 The Certification of Graduates Using a National Competency-based Examination. Tri Hanggono Achmad 2 nd HPEQ Conference Denpasar, 4 December 2011. Outline of presentation. Overview of Component 2 Report and key performance indicator Lesson learned

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Component 2 The Certification of Graduates Using a National Competency-based Examination

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  1. Component 2TheCertification of Graduates Using a National Competency-based Examination Tri HanggonoAchmad 2nd HPEQ Conference Denpasar, 4 December 2011

  2. Outline of presentation • Overview of Component 2 • Report and key performance indicator • Lesson learned • Challenges and Future plan

  3. Overview of Component 2

  4. Health Professions Education Quality (HPEQ) Project • Rationale: Indonesia’s current health indicators, the current status of Indonesia’s health professional education programs, and on the increasing demand for larger numbers of and more highly qualified health professionals. • Goals: strengthen quality assurance policies governing the education of health professionals in Indonesia through • rationalizing and assuring competency focused accreditation of public and private health professional training institutions, • developing national competency standards and testing procedures for certification and licensing of health professionals, and • building institutional capacity to employ results based grants for encouraging use of accreditation and certification standards in the development of medical school quality.

  5. Objectives • Sub-component 2.1: Establishing an Independent National Agency for Competence Examination of Health Professionals • Sub-component 2.2: Improving the Methodology and Management of the National Competency-based Examination • Sub-component 2.3: Developing an Item Bank Networking System to Support the National Competence Examination

  6. Milestones for Component 2 Dentistry Nursing/Midwifery Medicine

  7. HPEQ + • Pharmacy • Nutrition • Public Health • Other health professionals related to MTKI

  8. KPI PROJECT per YEAR

  9. Key Performance Indicator Successfull rates on the first take ofNational Competence Examination

  10. Achievement of Component 2

  11. Objectives • Sub-component 2.1: Establishing an Independent National Agency for Competence Examination of Health Professionals • Sub-component 2.2: Improving the Methodology and Management of the National Competency-based Examination • Sub-component 2.3: Developing an Item Bank Networking System to Support the National Competence Examination

  12. Subcomponent 2.1 LembagaPengembanganUjiKompetensi (LPUK) • An independent national agency that responsible in developing assessment strategy, methodology, and tools to evaluate competency of graduation from health professional education institution (medicine, dentist, nurse, midwife) Function: • Assessment service: as resource person and facilitator to help the management of examination for organization in each health professions. • Academic: to improve assessment system in health professional education with evidence based practice

  13. Advisory board National Regional Examination Center Organization • Tim Task Force 1300a/E3-HPEQ/SK/08.11 • Director: IwanDwiPrahasto • Secretary: Yulherina Member: • Moh. Ghozali (Medicine) GandesRahayu (Medicine) • TatongHaryanto (Medicine) Mei Syafriadi (Dentist) • IwanDewanto (Dentist) Mia Damayanti (Dentist) • I Made Kariasa (Nurse) PramitaIriana (Nurse) • Yetty L Irawan (Midwife) AniKusumastuti (Midwife) • Rahayu Endah Astuti (HPEQ)

  14. Before 2010: First phase of development 2010 – 2014: Program Accelerationand Expantion After 2014: Sustainability Phase Collaboration w/ other HP Academic paper & various guidelines for workshop & implementation of examination Establishment of KBUKDI & KDGI Resource Sharing Development of KNUKP Regional & International collaboration International Benchmarking Various workshop in item development & review, standard setting Human resource development Recertification & assessment of professional behaviour Research grant & scientific publication Implementation of UKDI & UKDGI, and competence examination in some MTKPs Resource & ICT support for assessment Establishment of LPUK & quality standard The Milestone LPUK

  15. Subcomponent 2.1 • Benchmarking to National Board Examination for medicine, nurse & dentist • Technical assistance from Prof. Gordon Page from Univ. British Columbia – Canada • Agreement with Ministry of Health MoH Regulation Number 1796/Menkes/Per/VIII/2011 about Registration of health professional • Guidelines to conduct various workshop on assessment • Item development for CBT • IT and CBT management • Item development for OSCE • OSCE Examiner • Trainer for Standardized Patient • Item bank administration • OSCE Coordinator • Research grant on assessment

  16. Objectives • Sub-component 2.1: Establishing an Independent National Agency for Competence Examination of Health Professionals • Sub-component 2.2: Improving the Methodology and Management of the National Competency-based Examination • Sub-component 2.3: Developing an Item Bank Networking System to Support the National Competence Examination

  17. Subcomponent 2.2 • Medicine & Dentist: • Standard setting with Modified Angoff • Try out & CBT Implementation • Try out OSCE • Nurse & Midwife: • Try out CBT in November 2011

  18. Try out & CBT Implementation

  19. Try Out OSCE

  20. Standard setting • Judges: from health professions institutions • Implementation of standard setting in some institutions

  21. Number of CBT Center & Workstations Total= 32 CBT Center Total workstations= 2892 PC/laptop (842 : 2140)

  22. Average result of UKDI & UKDGI in 2010 – 2011

  23. Comparison of UKDI result based on Accreditation ANOVA p=0,000

  24. Objectives • Sub-component 2.1: Establishing an Independent National Agency for Competence Examination of Health Professionals • Sub-component 2.2: Improving the Methodology and Management of the National Competency-based Examination • Sub-component 2.3: Developing an Item Bank Networking System to Support the National Competence Examination

  25. Subcomponent 2.3 Establishment of NIBNA • Item development for knowledge based assessment – CBT  bank masing2 profesi • Item development for skill based assessment - OSCE • Development of IT support system for student assessment • Technical assistance for Item Bank Administration: Prof. Clarke Hazlet from Univ. Alberta – Canada

  26. Number of workshops & participants in 2011 M: Medicine; D: Dentist; N: Nurse; Mid: Midwife; HP: Health Professions

  27. Item Bank OSCE: Medicine: 12 stations Dentist: 9 stations

  28. Jumping Hurdles Successfully Developing adequate quantity of high quality items: achievable target If development is collaboratively produced & organized, realistic timelines for achieving a “large-enough” bank are - 5 yrs for Medicine (given 72 medical schools & 40,000 items req’d) - 10 yrs in Dentistry (if 26 dental schools & 30,000 (?) items req’d) - 4 yrs in Nursing (if 57 nursing schools & 25,000 (?) items req’d) - 3 yrs in Midwifery (if 60 midwifery schools & 20,000 (?) items req’d)

  29. SIPENA Development Road Map

  30. IT Modules - interconnectivity Blinding Review Blinding – Review

  31. Lesson learned • Building awareness of the role of assessment in improving the quality of life (health) and driving in prioritizing quality • Support and Commitment from,and collaboration among various stakeholders • More potencies being identified • Resources sharing (human, infrastructure, items, system)  efficiency & close the gap • NCE support the improvement of assessment method & learning process in institutions  assessment drives learning (standard of competence) • Assessment as a learning / education materials and management process • Progress in adopting evidence based protocol  security means strong committment

  32. Challenges & Future plan • The dynamic of the project  continuity of the program based on the road map with possible modification • Maintaing quality in bigger scope & quantity of project  prioritizing & synchronize & coordination among Project Components & stakeholders resources sharing among health professionals • Closing the gap of development & implementation  paralel implementation of assessment development & learning response (case : OSCE & Clinical teaching) • Customers friendly item banking & evidence based security system • Credit for item citation index  academic merit system • Future research in professional assessment (incl. Publications) • Collaboration with other international examination agency

  33. Collaboration is Project’s Mode of Operation Since collaboration among health care educators also involves endorsement & participation of government & professional bodies in health care This Project Can be & Will be Successful !

  34. TerimaKasih tachmad@yahoo.com spdewi@yahoo.com

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