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Presentation Description
Marika Wrzosek1
Kathleen Beckmann1, Leslie Ruffalo1, MaryAnn Gilligan1, Carley Sauter1, Cynthia Kay1, Ashley Pavlic1, Sarah Vepraskas1, Hari Paude1, and Heather Aschoff1,
1 Medical College of Wisconsin
Kathleen Beckmann1, Leslie Ruffalo1, MaryAnn Gilligan1, Carley Sauter1, Cynthia Kay1, Ashley Pavlic1, Sarah Vepraskas1, Hari Paude1, and Heather Aschoff1,
1 Medical College of Wisconsin
Background:
Assessing medical students’ competency is a challenging yet desirable goal in undergraduate medical training. Many institutions lack a consistent approach to share competency progression data with learners in a formative way. In response, our Continuous Professional Development (CPD) Course, which spans years three and four of medical school, utilizes spider graphs to track medical students’ professional development along eight institutional global competencies. The goal of this poster is to share our process for generating and sharing student competency data in this visual format.
Assessing medical students’ competency is a challenging yet desirable goal in undergraduate medical training. Many institutions lack a consistent approach to share competency progression data with learners in a formative way. In response, our Continuous Professional Development (CPD) Course, which spans years three and four of medical school, utilizes spider graphs to track medical students’ professional development along eight institutional global competencies. The goal of this poster is to share our process for generating and sharing student competency data in this visual format.
Summary of work:
Students are assigned a CPD faculty director who monitors and tracks their competency progression. Each competency is rated on a Likert scale of 0-5 (0=no competency, 5=full competency), which is pulled from evaluations by clinical preceptors. The CPD team works with a data analyst to synthesize competency data, now representing multiple data points over time.
Results:
This results in a visual “spider graph” depicting 1) an average of clinical preceptors’ objective ratings of the learner for each competency, 2) the class average on each competency, and 3) the student’s self-evaluated score on each competency.
This results in a visual “spider graph” depicting 1) an average of clinical preceptors’ objective ratings of the learner for each competency, 2) the class average on each competency, and 3) the student’s self-evaluated score on each competency.
Discussion:
The resulting visual spider graph deftly depicts a learner’s progress, which is important for both learners and advisors. The collective view of subjective and objective performance over time gives an opportunity to strengthen deficiencies before progressing to residency application.
The resulting visual spider graph deftly depicts a learner’s progress, which is important for both learners and advisors. The collective view of subjective and objective performance over time gives an opportunity to strengthen deficiencies before progressing to residency application.
Conclusion:
Our standardized process to assess competency in undergraduate education has enhanced CPD advisors’ ability to normalize student experiences, identify areas of relative strength and weakness, compare individual students to peers, and assess trends in student self- assessment.
Our standardized process to assess competency in undergraduate education has enhanced CPD advisors’ ability to normalize student experiences, identify areas of relative strength and weakness, compare individual students to peers, and assess trends in student self- assessment.
Take home points:
Competency-based education in medical education is on the rise and in demand. Our CPD course highlights a method by which students’ competency data informs formative feedback as learners progress across all clinical rotations.
Competency-based education in medical education is on the rise and in demand. Our CPD course highlights a method by which students’ competency data informs formative feedback as learners progress across all clinical rotations.