Presentation Description
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
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.
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.
3. Workshop format, including participant engagement method
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
6. Take-home messages/outcomes/implications for further research/practice
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
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.