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INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER

Prof. Dr. med. Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT BOCHUM. INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER. INNOVATIVE ASSESSMENT TOOLS IN MEDICAL EDUCATION. @ RUHR-UNIVERSITY BOCHUM. WHY INNOVATIONS?. DANGER!

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INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT Thorsten SCHÄFER, Andreas BURGER

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

  2. INNOVATIVE ASSESSMENTTOOLS IN MEDICAL EDUCATION @ RUHR-UNIVERSITY BOCHUM ZENTRUM FÜR MEDIZINISCHE LEHRE

  3. WHY INNOVATIONS? • DANGER! • EFFECTIVENESS! ZENTRUM FÜR MEDIZINISCHE LEHRE

  4. MEDICAL EXAMINATION #1 • Legalizetheciviluseofpotentiallylethalweapons • Knifes [Scalpels] • X-rays • Poisons [Drugs]… • in ordertohelppeople • (orat least do not harm) ZENTRUM FÜR MEDIZINISCHE LEHRE

  5. MEDICAL EXAMINATION #2 • ASSESSMENT DRIVES LEARNING • Conclusion: Tasks close to reality / practice ZENTRUM FÜR MEDIZINISCHE LEHRE

  6. PROVEN (ANCIENT) TOOLS: ZENTRUM FÜR MEDIZINISCHE LEHRE

  7. INNOVATIVE TOOLS SimPat MEQ PTM TJE OSCE Portfolio miniCEx OSLER CBT 360 Degree cbMCQ LogBook ZENTRUM FÜR MEDIZINISCHE LEHRE

  8. 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 ZENTRUM FÜR MEDIZINISCHE LEHRE

  9. 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) ZENTRUM FÜR MEDIZINISCHE LEHRE

  10. 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) ZENTRUM FÜR MEDIZINISCHE LEHRE

  11. (Fun) OSCE Simulated Patient withKnee Teacher With Checklist Student in Exam ZENTRUM FÜR MEDIZINISCHE LEHRE

  12. OSCE (Objective Structured Clinical Examination) • Short practical tasks (5 min) • 7 – 14 stations • Checklist for scoring • Using simulated patients • Replace unstructured oral exams ZENTRUM FÜR MEDIZINISCHE LEHRE

  13. 1 2 3 4 Andreas Burger Thorsten Schäfer ZENTRUM FÜR MEDIZINISCHE LEHRE RUHR-UNIVERSITÄT BOCHUM 5 8 7 6

  14. 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 ZENTRUM FÜR MEDIZINISCHE LEHRE

  15. LOW THRESHOLD FEEDBACK • The 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

  16. Quelle: AG Progress-Test Charité, 2010 ZENTRUM FÜR MEDIZINISCHE LEHRE

  17. COMPUTER-BASED TESTING • Formative (voluntary, continuous) • Using a learningplattform (Blackboard) • Summative (mandatory) • Work in progress • Security issues ZENTRUM FÜR MEDIZINISCHE LEHRE

  18. 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 ZENTRUM FÜR MEDIZINISCHE LEHRE

  19. OBJECTIVITY • Define expected solutions and scores beforehand • Attribute tasks to students randomly • e.g. by drawing lots ZENTRUM FÜR MEDIZINISCHE LEHRE

  20. ASSESSMENT AND PROBLEM-BASED LEARNING #2 ZENTRUM FÜR MEDIZINISCHE LEHRE

  21. PROBLEM-BASED LEARNING • Read & understand • Focus main topics • Brainstorming • Sort ideas, hypotheses • Define learning obj. • Learn • Teach • Give feedback

  22. DEFINITION: PBL Take a problem (a patient, a situation, an observation) asstartingpointto • Activate priorknowledge • Discovergapsofknowledge • Definelearningobjectivestoclosethesegaps • Learn • Teachotherswithyournewknowledge ZENTRUM FÜR MEDIZINISCHE LEHRE

  23. PBL versus CBL Problem-based Learning 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 • 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 ZENTRUM FÜR MEDIZINISCHE LEHRE

  24. POSITION #1: NO GO • Why not? Problem-based learning • is fun • fosters creativity • encurages brainstorming • opens the mind • creates a cooperative atmosphere • Everything would be destroyed by testing!? ZENTRUM FÜR MEDIZINISCHE LEHRE

  25. ASSESSMENT IN PBL • Test knowledge • Test problem-handling • Test creativity and unconventional thinking • Test team work and management • Test communication skills • Test presentation skills • Feedback: green – yellow – red card ZENTRUM FÜR MEDIZINISCHE LEHRE

  26. FEEDBACK IN PBL • PBL-Tutor • Triple-Jump Exercise • Peers ZENTRUM FÜR MEDIZINISCHE LEHRE

  27. INNOVATIVE ASSESSMENT TOOLS PBL AND ASSESSMENT

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