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Symposium D
Symposia
Symposia
4:00 pm
26 February 2024
M203
Session Program
4:00 pm
Alina Smirnova1
Michael Barone2, Stefanie Sebok-Syer3, Holly Caretta-Weyer4, Abigail Schuh5, Christina St- Onge6, Nyoli Valentine7, Steven Durning8, Adina Kalet5 and Chris Feddock
1 University of Calgary
2 NBME
3 Stanford School of Medicine
4 Stanford University School of Medicine
5 Medical College of Wisconsin
6 Université de Sherbrooke
7 Flinders University
8 Uniformed Services University of the Health Sciences
Michael Barone2, Stefanie Sebok-Syer3, Holly Caretta-Weyer4, Abigail Schuh5, Christina St- Onge6, Nyoli Valentine7, Steven Durning8, Adina Kalet5 and Chris Feddock
1 University of Calgary
2 NBME
3 Stanford School of Medicine
4 Stanford University School of Medicine
5 Medical College of Wisconsin
6 Université de Sherbrooke
7 Flinders University
8 Uniformed Services University of the Health Sciences
Background
Recent shifts in the evolution of medical education, both locally and globally, have prompted leaders in the field to define a new era of assessment. With a capacity to collect new data and desire to use more sophisticated techniques to analyse data, comes an opportunity to improve assessment, drive learning, and ensure safe patient care. Additionally, the recent pandemic- induced change has provided us with an opportune time to pause and consider how to positively transform assessment within medical education.
Recent shifts in the evolution of medical education, both locally and globally, have prompted leaders in the field to define a new era of assessment. With a capacity to collect new data and desire to use more sophisticated techniques to analyse data, comes an opportunity to improve assessment, drive learning, and ensure safe patient care. Additionally, the recent pandemic- induced change has provided us with an opportune time to pause and consider how to positively transform assessment within medical education.
The symposium aims to discuss key recommendations from the upcoming special issue on assessment in Perspectives on Medical Education. This special issue is borne out of an international meeting, co-sponsored by the NBME and the Kern Institute for the Transformation of Medical Education, bringing together leaders within regulatory bodies, national associations, and academic institutions to redefine the future of assessment in medical education.
Topic Importance
Assessment practices should reflect current values and advances in medical education. As the assessment paradigm has shifted from an issue of measurement (standardized testing and psychometric approaches), to embracing human judgment (workplace-based assessment), and, finally, to considering systems of assessment (embracing programmatic assessment), comes an opportunity to reflect on the next paradigm shift.[1] We propose that trust, learner- and patient- centredness, availability of new and novel data sources will influence this paradigm shift and define the next era of assessment.
Format
In this symposium, presentations will cover key components of the next assessment era: (1) accountability, trust and power in assessment, (2) the role of context in implementing the next era of assessment, (3) data sharing, open-source data and data infrastructure, (4) the use of technology, (5) fairness, (6) equity and diversity, and (7) validity in assessment. Participants will also be introduced to new vocabulary in preparation for this next era in assessment.
Participants will be invited to apply these themes within their own program(s). Participants will also have a chance to engage in a meaningful dialogue about the next era in assessment with the panel and identify priorities for change for their own program(s). At the end of the session, participants will develop tools to transform their assessment systems to prepare for the shift to this new era of assessment.
Take Home Messages
- The next era of assessment will be defined as transformative, developmental and socially accountable.
- Moving assessment into the next era will require change at all levels of assessment (micro, meso and macro) as well as a co-ordinated collaboration between programs, regulatory bodies, researchers, and electronic health record vendors.
- Building a business case for (improved) patient outcomes will be a necessary step towards building a cohesive patient- and learner-centered assessment system.
- Educational innovation is an issue of change management rather than having the right ideas.
References (maximum three)
- [1] Schuwirth LWT, van der Vleuten CPM. A history of assessment in medical education. Adv Health Sci Educ Theory Pract 2020;25(5):1045-56. doi: 10.1007/s10459-020-10003-0 [published Online First: 20201028]