Lambert Schuwirth
Dujeepa Samarasekera^1, Jillian Yeo¹ and Lee Shuh Shiing
1 Centre for Medical Education (CenMED), Yong Loo Lin School of Medicine, National University of Singapore 

Assessments in medical and health professions education aims to develop lifelong learners who will continue to educate themselves as part of their professional development. However, at present, significant number of health professional training programmes focus on high stakes final examinations as a determinant for being competent for professional practice. Due to the complexity of the present learning environments, educators are required to make informed decisions by interpreting a trainee’s performance based on the context of the learning and practice environment (Govaerts & van der Vleuten, 2013). There is a need to develop a program of assessments which would drive learning and provide educators with a holistic picture of the trainee’s performance in order to make a value judgement on the trainee’s progression to the next phase of learning (Schuwirth & van der Vleuten, 2012). For this to materialise, one needs to improve the quality of assessment and its analysis. The use of assessment analytics will provide supporting evidence to determine the candidate’s strengths and gaps for educators to focus on. This would instill confidence in educators and other stakeholders (such as patients and healthcare providers) that the trainees whom are entering the workforce are effective, empathetic and safe. 

This course will be facilitated faculty members who will share their knowledge and experiences through engaging mini-presentations and case discussions. The course is specially designed for medical and health professions educators, leaders and administrative staff who are involved in developing of student or resident assessment. 

Level of workshop: Intermediate 

Take-home messages / workshop outcomes / implications for further research or practice 

A program of assessments supported by assessment psychometrics which would provide educators with a holistic picture of the trainee’s performance in order to make a value judgement on progressing the trainee. 

References (maximum three) 

Govaerts, M., & van der Vleuten, C. P. (2013). Validity in work-based assessment: expanding our horizons. Medical education, 47(12), 1164–1174. Doi:10.1111/medu.12289 

Schuwirth, L. W., & van der Vleuten, C. P. (2012). Programmatic assessment and Kane's validity perspective. Medical education, 46(1), 38–48. https://doi.org/10.1111/j.1365- 2923.2011.04098.x 

Silas Taylor¹
Karen Scott², Eeva Pyörälä³, Jennifer Hallam⁴, Richard Cooke⁵ and Colin Lumsden⁶
1 UNSW Sydney
2 University of Sydney
3 University of Helsinki
4 University of Leeds
5 University of the Witwatersrand
6 University of Aberdeen

1. Background
Medical education faced major challenges during Covid-19 as teaching and assessment changed overnight to a remote format, and students encountered and examined fewer patients and received less feedback on their workplace-based clinical skills development. The pandemic heavily emphasised the critical value of student learning in the clinical workplace and with patients. 

Today, health professional students and trainees are engaged in a range of digital clinical workplace-based assessment (WBA) formats e.g. Entrustable Professional Activities (EPAs), and Mini-Clinical Evaluation Exercises (miniCEX). These formats are used for formative and summative assessment (i.e. assessment for, and of, learning). Alongside this, a decade of development has seen mobile applications and platforms created to document student progress using digitized WBAs in the workplace. These should promote timely, actionable assessment and feedback in the workplace during clinical placements and ideally assist in documenting student progress in the workplace, as well as present this data back to studnets and Faculty alike in dashboards. 

The ongoing challenge is to create authentic workplace assessments for busy clinical contexts, where patient care is the priority. The design must ensure robust assessment outcomes, implement feasible online instructions for supervisors, provide high-quality feedback for students, and create learning-stimulating dialogues between students and supervisors. We need to harness emerging technology, including AI, to develop flexible, sustainable, intuitive platforms and guarantee digital equity and accessibility, given assessments are undertaken on learners’ devices. 

The facilitators of the workshop have extensive experience in developing online clinical assessment before, during and after the pandemic. They will share their experiences of online assessment in the clinical workplace, and discuss ways to plan, and adapt to, future challenges and opportunities. 

2. Why is the topic important for research and/or practice?
This workshop focuses on the development of systematic online clinical workplace-based assessment and feedback that ensures the clinical competence of future health professionals’ and their ability to deliver excellent patient care. The workshop fosters development of participants’ skills using digital technology to improve assessment practice in healthcare programs. 

We will actively engage participants in designing their ideal online clinical workplace assessment to demonstrate student competence and excellence. The workshop includes presentations by facilitators, interactive group work (utilising widely available software), discussions and take-home messages. Participants will be further engaged using digital whiteboards and online voting. 

4. Who should participate?
The workshop is targeted at educators and assessors in all health-care professions at graduate/postgraduate level, specialist training and continuing professional development, and academic and assessment leads, curriculum designers and IT experts. 

5. Level of workshop:
beginner/intermediate

At the end of the workshop, participants will be able to: (1) design an online assessment for clinical practice, (2) implement systematic online feedback into clinical settings, (3) identify the benefits and challenges of online clinical workplace assessments, including the potential of AI in their own context. 

7. Maximum participants
36 

References (maximum three) 

Fuller R, Goddard VCT, Nadarajah VD, Treasure-Jones T, Yeates P, Scott K, Webb A, Valter K, Pyorala E. Technology enhanced assessment: Ottawa consensus statement and recommendations. Med Teach. 2022 Aug;44(8):836-850. doi: 10.1080/0142159X.2022.2083489. Epub 2022 Jun 30. PMID: 35771684. 

Hovaguimian A, Joshi A, Onorato S, Schwartz AW, Frankl S. Twelve tips for clinical teaching with telemedicine visits. Med Teach. 2022 Jan;44(1):19-25. doi: 10.1080/0142159X.2021.1880558. Epub 2021 Feb 8. PMID: 33556284. 

Marty AP, Linsenmeyer M, George B, Young JQ, Breckwoldt J, Ten Cate O. Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154. Med Teach. 2023 Jan 27:1-11. doi: 10.1080/0142159X.2023.2168527. Epub ahead of print. PMID: 36706225.