ePoster
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Presentation Description
Megan Anakin1
1 University of Otago
1 University of Otago
Background
Assessing professional conduct can be a challenging task in medical programmes.1 It requires that experienced clinicians find suitable opportunities to observe students in a variety of professional contexts involving patients, other clinicians, and their peers. Clinicians are expected to document their observations and provide constructive feedback to students to support their learning about professional conduct. A clinical educator may be required to interpret feedback from clinical colleagues who have limited opportunities to observe students and who may hold different understandings of the curriculum and standards expected of professional conduct.
Assessing professional conduct can be a challenging task in medical programmes.1 It requires that experienced clinicians find suitable opportunities to observe students in a variety of professional contexts involving patients, other clinicians, and their peers. Clinicians are expected to document their observations and provide constructive feedback to students to support their learning about professional conduct. A clinical educator may be required to interpret feedback from clinical colleagues who have limited opportunities to observe students and who may hold different understandings of the curriculum and standards expected of professional conduct.
Summary of work
The aim of this work was to use a model of faculty development to design guidance for clinicians who are involved with assessing professional conduct. A reflective exercise was performed on personal notes written from conversations with clinicians, educators, administrators, and students about their experiences related to the assessment of professional conduct. A model of faculty development2 was used to identify cultural, and contextual factors that could complicate and ease the assessment of professional conduct in clinical learning environments.
The aim of this work was to use a model of faculty development to design guidance for clinicians who are involved with assessing professional conduct. A reflective exercise was performed on personal notes written from conversations with clinicians, educators, administrators, and students about their experiences related to the assessment of professional conduct. A model of faculty development2 was used to identify cultural, and contextual factors that could complicate and ease the assessment of professional conduct in clinical learning environments.
Results
The constructed guidance contains a matrix designed to identify possible assessment challenges and address them with constructive advice. The guidance targets specific issues and constraints imposed by the local context while using consistent and familiar language to promote shared expectations among those involved in assessing professional conduct.
The constructed guidance contains a matrix designed to identify possible assessment challenges and address them with constructive advice. The guidance targets specific issues and constraints imposed by the local context while using consistent and familiar language to promote shared expectations among those involved in assessing professional conduct.
Discussion
This approach to constructing guidance may useful to faculty developers who provide assessment support and advice at their institutions.
This approach to constructing guidance may useful to faculty developers who provide assessment support and advice at their institutions.
Conclusions
Guidance to assess of professional conduct can be constructed by using a model of faculty development that accounts for social, cultural, and contextual factors related to assessment.
Guidance to assess of professional conduct can be constructed by using a model of faculty development that accounts for social, cultural, and contextual factors related to assessment.
Implications for further practice
A next step will be to study the impact of this guidance on quality of assessment information generated about students’ professional conduct at our medical school.
A next step will be to study the impact of this guidance on quality of assessment information generated about students’ professional conduct at our medical school.
References (maximum three)
1. Wilkinson TJ, Wade WB, Knock LD. A blueprint to assess professionalism: results of a systematic review. Academic Medicine. 2009; 84(5):551-8.
2. O'Sullivan PS, Irby DM. Reframing research on faculty development. Academic Medicine. 2011; 86(4):421-8.