AMSE Annual Conference Barcelona, June 5-7 2008 Assessment of undergraduate

1. AMSE Annual Conference Barcelona, June 5-7 2008 Assessment of undergraduate medical education competences J.Carreras

2. LEARNING OUTCOMES AND COMPETENCES

3. THE “BOLOGNA PROCESS” The Action Lines of the Bologna Process include: - A three-cycle system of higher education degrees (Bachelors, Masters and Doctorate). - A qualifications framework describing the typical learning outcomes/competences for each cycle and discipline. - A European Credit Transfer System. - The diploma Supplement. - The development of European quality assurance standards for Higher Education.

4. LEARNING OUTCOMES “Learning outcomes are statements of what a learner is expected to know and /or be able to demonstrate after completion of a process of learning.” (TUNING Project,“Glossary”. 2003) “Learning outcomes aresets of competences..” (European Commission,“ECTS Key Features”. 2005 )

5. COMPETENCES “Competences represent a dynamic combination of knowledge,understanding, skills and abilities. They may be divided insubject-area related competences (specificto a field of study) and genericcompetences(common to any degree course).” (TUNING,“Glossary”. 2003)

6. UNDERGRADUATE MEDICAL EDUCATION LEARNING OUTCOMES AND COMPETENCES

7. UNDERGRADUATE MEDICAL EDUCATIONLEARNING OUTCOMES / COMPETENCES 1.- “Tomorrow's doctors” (General Medical Council, U.K.1993,2003) 2.- “Academic Standards – Medicine” (Quality Assurance Agency for Higher Education, U.K., 2002) 3.- “The Scottish doctor” (The Scottish Deans’ Medical Curriculum Group, 2000,2008) 4.- “ Blueprint: Training of doctors in The Netherlands” (Netherlands,1994, 2001) 5.- “The Swiss catalogue of learning objectives” (Institute for Medical Education, Switzerland, 2000, 2002)

8. UNDERGRADUATE MEDICAL EDUCATION LEARNING OUTCOMES/COMPETENCESINTERNATIONAL 1.- “Global minimum essential requirements in medica education” (International Institute for Medical Education, 2002) 2.- “Basic Medical Education. WFME Global Standards for Quality Improvement” (WFME, 2003) 3.- “WFME Global Standards for Quality Improvement in Medical Education. European Specifications” (MEDINE, 2007) 4.- “Learning outcomes/Competences for undergraduate medical education in Europe” (The Tuning Project (Medicine). MEDINE, 2008)

9. WFME Global Standardsfor Quality Improvement in Medical EducationEducational Outcome Educational outcome would be defined in terms of the competencies the students must acquire before graduation. The medical school must define the competencies that students should exhibit on graduation in relation to their subsequent training and future roles in the health system.

10. EuropeanspecificationsEducational Outcome In defining competencies, the medicalschoolmust take into account currentEuropeandevelopments in definingEuropean core learning outcomes. Definition of competencies would consider the European Framework of Qualificationand the results of the Tuning medical education project MEDINE and other related initiatives.

11. TUNING GENERIC COMPETENCES Tuning distinguishes three types of generic competences: • Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities. • Interpersonal competences: individual abilities like social skills (social interaction and co-operation). • Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).

12. LEARNING OUTCOMES/COMPETENCES FOR UNDERGRADUATE MEDICAL EDUCATION IN EUROPE THE TUNING PROJECT (MEDICINE) Prepared with the support of a Grant from the European Commission No. 114063-CP-1-2004 -1- UK- ERASMUS - TNPP

13. The outcomes are expressed as a two-level model with 12 major ‘Level 1’ outcomes, each being further defined by a set of more detailed ‘Level 2’ outcomes. A further set of outcomes has been defined under the heading Medical professionalism (many of which are common to graduates of other disciplines in Higher Education).

14. ASSESSMENT OF UNDERGRADUATE MEDICAL EDUCATION LEARNING OUTCOMES AND COMPETENCES

16. UNIVERSITY ASSESSMENT FRAMEWORKLONDON METROPOLITAN UNIVERSITYASSESSMENT PRINCIPLES 1.- Assessment should support student learning. 2.- Assessment should be for purpose: valid, reliable, feasible, efficient. 3.- Assessment should adhere to professional standards. 4.- Assessment should be fair. 5.- Assessment should be transparent.

18. WFME Global Standards for Quality Improvement in Medical EducationAssessment The reliability and validity of assessment methods should be documented and evaluated and newassessment methods developed. The number and nature of examinations should beadjusted by integrating assessments of variouscurricular elements to encourage integrated learning.

19. EuropeanspecificationsAssessment Assessment must test student achievement oflearning objectives and competences. Assessment practices should include all domains: knowledge, skills and attitudes.

20. ASSESSMENT OF LEARNING OUTCOMES AND COMPETENCES 1.- IIME, Task Force for Assessment. “The assessment of global minimum essential requirements in medical education”. Medical Teacher 2003; 25: 589-595. 2.- AMEE Guide Nº 25: “The assessment of learning outcomes for the competent and reflective physician”. Medical Teacher 2003; 25: 569-584. 3.- The Scottish Deans Medical Curriculum Group (2002). “Undergraduate learning outcomes and their assessment: a foundation for competent and reflective practitioners”. http://www.scottishdoctor.org.

22. INSTITUTE FOR INTERNATIONAL MEDICAL EDUCATION ( IIME )

28. TUNINGASSESSMENT OF COMPETENCES “ Competences are developed in a progressive way. This means that they are formed in a number of course units or modules at different stages of the programme. During the design phase of the programme it has to be decided in which units a particular competence has to be formed”