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ASSESSMENT IN HEALTH PROFESSIONS EDUCATION

ASSESSMENT IN HEALTH PROFESSIONS EDUCATION. wien 2010. Health professionals. Physicians Nurses Pharmacists Physical therapists Dentist Nuclear and radiological technicians Who provide health care or health related services to patients or clients. Assessment, Measurement, Test.

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ASSESSMENT IN HEALTH PROFESSIONS EDUCATION

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  1. ASSESSMENTIN HEALTH PROFESSIONS EDUCATION wien 2010

  2. Health professionals • Physicians • Nurses • Pharmacists • Physical therapists • Dentist • Nuclear and radiological technicians • Who provide health care or health related services to patients or clients

  3. Assessment, Measurement, Test • Assessment “any systematic method of obtaining information from test and other sources, used to draw inferences about characteristics of people, objects, or program” (the Sandards for Educational and Psychological testing) “everything we do to measure the educational learning or progress of our student”(Downing & Yudkowsky, 2009)

  4. Measure • bentukkuantifikasidarisuatuasesmen • Test • Suatutipespesifikdariasesmen yang digunakanuntukmengukurataumeng- kuantifikasipencapaiantujuan pembelajaran • untukmenggambarkankognitifasesmen, mis: tesdalam gross anatomi

  5. Three Modalities of Assesment 1. Read what learners write (written assess) 2. Listen what learners to argue (deliver of opinion) 3. Watch what learners do (performance)

  6. Formative and Summative Assessment • Formative testing: Menyediakanumpan-balikkelebihandankekurangan student terhadaptujuanpembelajaran, mis. kuissingkatketikasedangpembelajaranmikrobiologi (during course) • Summative testing: Mengukurapa yang telahdipelajari student selamapembelajaran (end of course)

  7. Key term in CBC • Skill—A task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment (e.g. intravenous line, suture of skin). Some skills, however, such as counseling, are knowledge- and attitude-based • Competency—A skill performed to a specific standard under specific conditions

  8. George Miller’s Pyramid • Suatukonstruksi yang bermanfaatuntukmengarahklanpemikirankitamengenai “teaching” dan “assessment” dalamprofesikesehatan

  9. MILLER’S PYRAMID • Bloom Cognitive Taxonomy: • recall • synthesizing & evaluating • factual knowledge • solving problem

  10. Cognitive knowledge • fondasi (essensial prerequisite) darisemuaaspekpentinglainnya • “knows level” terhadappengetahuanfaktual (biologikprosesdan prinsip2 saintifik) • asesmen: tesobjektiftertulis

  11. Competence • A skill performed to a specific standard under specific conditions • Menjelaskan knowledge dengankata-kata (“verbally”) daripadamengerjakan (“doing”) • “knows how level” :  Level yang lebihdarisimple recall ataurecognition terhadap knowledge faktual  mampumengaplikasikan knowledge, memahami hubunganantarakonsepdenganprinsip  mampumendiskripsikansolusiterhadap problem • Asesmen: written test, oral exam

  12. Performance • “shows how” level • asesmen: simulated patient untukmenilai skill komunikasi  artificial, dalam format standard setting sehinggaterkontrol

  13. Action • “does level” merupakan level asesmentertinggi • performance student padapasiensesungguhnya (clinical setting)  free • student menggunakansemuapengetahuankognitif, skill, kemampuan, danpengalamandilapangan • Asesmen: observasiolehahlidandosenklinikberpengalaman internship

  14. 4 MetodeAsesmenUtama • Written test • Performance test • Clinical observational methods • Other methods: portofolio, live patient exam (long and short-cases)

  15. Written Test 1. Constructed Response (CR): • diberikanpertanyaan / stimuli & student menjawabdenganmenulisatuau typing • mis: short and long essay, “fill-in-the blanks” 2. Selected-Response (SR) • stimulus dalambentuk stem, diikutidengansejumlahpilihanjawaban • mis: MC dengan true-false, alternate-choice items, matching items  Tradisonal (LJK) atau CBT

  16. Observational of Clinical Performance • Selama training diklinik (in real setting) • Informal observations – very formal (sometimes complex) • Observasionalmenggunakan checklist

  17. Performance test • Formal setting  mengukur “what student can do” (bukanhanya “what they know”) • Traditional: oral exam menggunakan short/long cases pada real pasien (“vivas”) • Relative baru: OSCE (by Hart and Harden padaakhir 1970) • simulated and standardized patient exam

  18. Other Methods • Formal oral exam • Portfolio daripengalamandanhasilkerja student • Vivas  non-standardized assessment methods

  19. KURIKULUM BERBASIS KOMPETENSI

  20. “All health professionals should be educated to deliver patient centered care as part of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics”

  21. Early exposure Systema- tic Student centered Problem based Integra- ted Community oriented

  22. Perubahan Paradigma PBM • Teacher centered  Student centered • Passive Learning  Active Learning • Learning Skill  perlu perhatian • Evaluasi Output  Evaluasi Proses & Output

  23. Model SAL

  24. EVALUASI & ASESMEN PEMBELAJARAN KBK PSPD FKUB

  25. DASAR HUKUM PEDOMAN AKADEMIK KBK 2009/2010

  26. PBM di PSPD FKUB

  27. MODUL NON-PBL vs MODUL PBL • MODUL NON-PBL, berisi: • overview, kompetensi • LO • modul task Self inquiry untukmengerjakantugasmodul • MODUL PBL, berisi: • skenario • mhsmenentukansendiri: ‘Problem’ sebagaitrigerbelajar, hipotesis, LO Self inquiry untukmenjawab LO, hipotesis, masalah

  28. Pembelajaran PBL • Salahsatu model pembelajaran (adult learning) • Menggunakanproblem (masalah) untukmeningkatkanpengetahuandanpemahaman • Mhsmenggunakan ‘trigger’ dari problem kasusatauskenariountukmenentukansendiritujuanbelajarnya • ‘Problem Solving’ merupakanbagiandari PBL Downloaded from bmj.com on 26 December 2008

  29. Generic skills & attitudes pada PBL • Teamwork • Chairing a group • Listening • Recording • Cooperation • Respect for colleagues' views • Critical evaluation of literature • Self directed learning and use of resources • Presentation skills

  30. All participants have role to play Scribe Tutor Chair Group member • Record • points made • by group • • Help group • order their • thoughts • • Participate • in discussion • • Record • resources • used by • group • Encourage all • group members • to participate • Assist chair with • group dynamics • and keeping to • time • Check scribe • keeps an • accurate record • Ensure group • achieves • appropriate LO • Check • understanding • Assess • performance • Lead the group • through the • process • Encourage all • members to • participate • Maintain group • dynamics • Keep to time • Ensure group • keeps to task in • hand • Ensure scribe • can keep up and • is making an • accurate record • Follow the steps • of the process • Participate in • discussion • Listen to and • respect • contributions of • others • Ask open • questions • Research all the • learning • objectives • Share information • with others • Asses tutor’s • performance TUTORIAL DALAM SGD

  31. PBL di PSPD FKUB • Hanyadiberikanpadasetiapakhir semester • memberilatihanberpikirsintesisdan komprehensifatasmateripembelajaran yang diterimadalam semester terkait • memberipengalamanbelajarberdasarkan masalah • memberikesempatankepadamahasiswa memperkayapengetahuandiluarpembelajaran modul non-PBL

  32. ASESMEN • langkah-langkah untuk mendapatkan • kesimpulan Hasil Belajar yang dilakukan • secara sistimatis dan terencana

  33. PROSES ASESMEN

  34. Asesmen Matakuliah Kompetensi (MKK)

  35. Algoritma Pengukuran dan Penilaian MKK • Tidak Memperbaiki  Konversi Skor Blok (Modul + MKDI+Skill) SkorUAS Memperbaiki/ diambil terbaik Nilai Akhir • Semester Konversi

  36. Asesmen Matakuliah Disiplin Ilmu (MKDI) • Ujian MKDI terdiri dari: • Ujian MKDI yang ditarik kembali dari Ujian MKK • Ujian Praktikum/format ujian lain jika ada • Ujian Perbaikan Nilai MKDI: • - Secara internal pada semester yang sedang • berjalan dengan sepengetahuan Ketua Jurusan • - SP / UK Nilai Akhir MKDI pada akhir pendidikan menjadi Lampiran Transkrip Akademik Lulusan

  37. Asesmen Skill Skor ‘Pass’/ “Fail” SERTIFIKAT KOMPETENSI Nilai IPK

  38. ASSESSMENT TOOLS • UNTUK KNOWLEDGE • Ujiantertulis:  bentukkasus • - MCQ jumlah 50 soal, tipe 1 (ada 5 option, hanya • adasatu option yang benartanpa KECUALI) • Essay • UNTUK SKILL • (termasuk small group discussion) • Ujiantertulis • Observation sheet

  39. Clinical Skill terdiridari Keterampilanberkomunikasitermasuk History Taking 2. PemeriksaanFisik 3. ProsedurKlinik • OSCE • Diberikanpadaakhir semester mulai Semester-III • DikoordinasiolehTim Skill Development • Asesmen: UjianTeori, Observasi/ checklist • Nilai: “Pass” atau “Fail”

  40. PROPORSI NILAI DISKUSI TERHADAP MKK • Modul • Semester I – III  10% • Semester IV - VII  20% • PBL • SGD 2x + Ujiantulis 1x , dibagi 3 PadaUjianPerbaikan  NilaiDiskusitidaklagidiperhitungkan

  41. UJIAN SUSULAN

  42. UJIAN SUSULAN • Karenasebab yang dibenarkanolehFakultas • Pengajuankepada PD-I  Jurusan  PJMK • OSCE  tidakdapatdilakukanujiansusulan

  43. EVALUASI HASIL BELAJAR

  44. PELAPORAN NILAI • Nilai Blok dalambentukSkordiumumkanoleh PJMK  untukpertimbanganUjPerbaikan • NilaiAkhir: - Setelahsemuaujianselesai (termasuk UAS) - Dilaporkan PJMK kepadaJurusandengantembusan kepadasubbagakademik - DiumumkanolehJurusandalambentukHuruf

  45. Konversinilai • Nilai MKK: Nilaiskor Grade ( A s/d E) A: ≥ 80,1 B+: 75,1 s/d 80 B: 70 s/d 75 C+: 61 s/d 69,9 C: 56 s/d 60,9 D+: 51 s/d 55,9 D: 45 s/d 50,1 E: < 45 • NilaiProses /Diskusi lihatobservation sheet • Nilai Skill: Nilaiskor/check list  “Pass” atau “Fail”

  46. PENILAIAN KEMAMPUAN AKADEMIK • IP: - dihitunguntuk MKK non-skill - tidakberpengaruhterhadapjumlah MKK yang akandiambil • Sistem PBM adalahend block  tidakbisamengambilsatu MKK melainkan 1 blok

  47. PENGAMBILAN KEPUTUSAN

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