PETER BARTON¹
Asela Olupeliyawa² and Sandra Kemp³
1 Monash University
2 University of Queensland
3 University of Wollongong 

1. Background: 
medical students report anxiety1,2 on their transition from university life to  the clinical workforce. Some report being unprepared for clinical responsibility. This transition is categorised by: increased clinical autonomy (including prescribing, recognition and initial involvement in deteriorating patients); work place interactions with team members, patients and their relatives; enhanced requirements for self-monitoring and self-resilience; the replacement of university personal support structures with workforce ones; irregular shift and working hour patterns; the formation of new peer and social groups and potential translocations within Australasia, and increased societal and personal expectations of the new doctor self. 

Academic work (guided by national agreement) traditionally focusses on the skills, knowledge, competencies and capabilities of graduating doctors. Preparedness for transition into practice is undertaken across Australian and New Zealand medical schools; bespoke solutions are offered at each individual school. Limited consensus exists on how best to assist the transition of students into practice. 

2. Importance of workshop:
What are the learning outcomes and assessment activities that best prepare for the “next step”? The Medical Deans of Australia and New Zealand (MDANZ) Assessment Working Group is leading this project to identify gaps in existing preparation for transition. It will report through the Medical Education Collaboration Committee (MECC) to MDANZ. The aim is to engage with key stakeholders to generate a working consensus of best assessment practice in the field of transition. 

3. Workshop format:
The activities of the workshop are focussed on how medical students can be best prepared to safely take their next step. The workshop will begin by defining a set of common intended learning outcomes; offer guidance on how to constructively align these with their associated assessments; and if possible best practice guidance on assessment methodologies and standard setting. One key overarching intention of the project is to support the quality assurance processes of institutions. The consensus gathering aims to address gaps in curricula learning outcomes and assessment. The activities will comprise: 

1. Pre-conference reading. 
2. Introduction, 15 minutes 
2. Small group work to discuss R. for S.I.P intended learning outcomes, assessment methods, and quality assurance processes. 60 minutes. 

3. Group feedback, 15 minutes 

4. Participants: 

National and International attendees who are: leaders in medical education; directors of medical workforce programs; internship/PGY supervisors (primarily the focus is on Australia and New Zealand workforce); current or recent interns; healthcare workforce employers 

5. Level of workshop:
Intermediate

6. Take-home messages / workshop outcomes / implications for further research or practice.
By the end of the workshop there will be progress towards: 

References (maximum three) 

Hunter K, Willis K, Smallwood N: The workplace and psychosocial experiences of Australian junior doctors during the COVID-19 pandemic. 2022, Internal Medicine Journal (54), 745-754 

Medical Deans medical student survey 2022. https://medicaldeans.org.au/md/2023/05/MSOD- National-Data-Report-2022.pdf 

James Don Murphy¹
Brian Kwan¹, Maxwell Spadafore², Holly Caretta-Weyer³ and Michelle Daniel¹
1 University of California, San Diego
2 University of Michigan
3 Stanford University School of Medicine

Patient electronic health records (EHRs) represent a ubiquitous tool within healthcare delivery, yet the EHR is an underutilized tool with respect to learner assessment in both undergraduate and graduate medical education. Trainees commonly interact with EHRs in multiple domains including clinical documentation, order entry, electronic communication between provider teams, and increasingly, direct communication with patients. This creates opportunities for authentic, workplace-based assessments (WBAs) of multiple competencies (e.g., diagnostic and management reasoning, communication, procedural skills, etc.) With the increasing capabilities afforded by data analytics tools (e.g., tableau) and artificial intelligence (e.g., natural language processing), there are clear opportunities to derive novel and potentially transformative assessment strategies across the medical education continuum. 

This workshop will provide participants with an overview of different opportunities to incorporate the EHR into assessment through a presentation of 2 specific use cases, followed by an interactive discussion: 

Important questions surrounding validity, generalizability, logistics, data security and how to operationalize strategies at the organizational level will be discussed. 

The workshop will commence with an interactive presentation on how to incorporate EHR data into different domains of assessment across medical education (20 minutes), highlighting 2 use cases. Participants will then break up into small groups for a case-based exercise to discuss ideas, strengths and limitations of different assessment approaches leveraging data in the EHR for assessment (30 minutes). The small groups will then report back to the larger group (10 minutes). 

Faculty or administrators involved in health education assessment and evaluation within undergraduate or graduate medical education. 

Beginner / Intermediate / Advanced 

Participants will leave this workshop with ideas for how to incorporate EHR data into medical assessment to advance assessment of and for learning, and precision education. Furthermore, participants will gain a better understanding of the potential advantages and limitations surrounding EHR data use in a program of assessment. 

Maximum number of participants 

100 

References (maximum three) 

NA