Presentation Description
Rashmi Watson1
Bunmi Malau-Aduli2, Karen D'Souza3, Paul Fullerton4, Katie Wynne5 and Robyn Stevenson6
1 Medical School, University of Western Australia
2 University of New England and the University of Newcastle
3 School of Medicine Deakin University
4 Monash University
5 The University of Newcastle / University of New England
6 James Cook University
Bunmi Malau-Aduli2, Karen D'Souza3, Paul Fullerton4, Katie Wynne5 and Robyn Stevenson6
1 Medical School, University of Western Australia
2 University of New England and the University of Newcastle
3 School of Medicine Deakin University
4 Monash University
5 The University of Newcastle / University of New England
6 James Cook University
Background
- WBAs are increasingly being utilised but ensuring its quality in a cross-institutional manner has not yet been explored.
- The ACCLAiM group developed a sub-committee in 2022 to drive and lead change in benchmarking and assuring quality in work-based assessments (WBAs) across Australasia.
- In 2023, the pilot commenced with one Medical school at the start of the year and two others joining mid-year.
Why is the topic important for research and / or for practice?
- WBAs and Entrustable Professional Activities (EPAs) are being embedded more and more across Medical Schools and postgraduate Colleges as a long-term assessment tool for ongoing development of essential, core skills and tasks.
- WBAs are a resource intensive modality and provide the opportunity for real-time, observation and feedback of student performance of authentic, clinical tasks.
- Assessors and students/trainees require support on how to unlock the potential of these assessment moments in achieving competence through giving and receiving feedback.
- WBAs assess the highest level of competence (“does”), assisting in making authentic
- progression decisions and fostering lifelong learning clinical practices.
- Effective change management processes are critical to acceptable and successful
- implementation and stakeholder engagement.
- Collaboration and benchmarking are key factors in quality assurance of systems of
- assessment.
3. Symposium format, including participant engagement methods
- 20 min: Consider any small/large assessment implementation changes that have occurred at your site. What happened? What were the processes used to implement and manage the change? Small and whole group discussion.
- 15 min: ACCLAiM story (a multi-institutional approach). What was the need for change? WBAs are increasingly being utilised but ensuring its quality in a cross- institutional manner has not yet been explored. What was developed (ACCLAiM). Delphi process & consultation. Resources to support learning (ACCLAiM).
- 20 min: How was the change implemented using a change management theoretical framework? UWA Case Study: How it was implemented, resource use, early findings & change management processes. Q &A.
- 20 min: Group discussion on lessons learnt so far (new schools implementation) and tips on driving change: “near and far” (individual school level and multi-institutional level). (Burk-Rafel et al., 2020; Graves et al., 2023; McKimm & Jones, 2018)
- 15 min: Group discussion. What lessons can you take away and start to implement at your institution? Factors that bolster successful assessment change management processes.
Take-home messages / symposium outcomes / implications for further research and / or practice:
- Driving change involves energy, effort, time and strategic planning to bring others on the journey.
- Evaluate and adapt as you go.
- Support and resourcing are critical for all stakeholders (students & assessors)
- Roadmap for successful implementation and ongoing management of change processes
- in assessment systems (co-created Padlet resource for participants to take home).
References (maximum three)
Burk-Rafel, J., Harris, K. B., Heath, J., Milliron, A., Savage, D. J., & Skochelak, S. E. (2020). Students as catalysts for curricular innovation: A change management framework. Medical Teacher, 42(5), 572-577. https://doi.org/10.1080/0142159x.2020.1718070
Graves, L., Dalgarno, N., Van Hoorn, R., Hastings-Truelove, A., Mulder, J., Kolomitro, K., Kirby, F., & Van Wylick, R. (2023). Creating change: Kotter’s Change Management Model in action. Canadian medical education journal. https://doi.org/10.36834/cmej.76680
McKimm, J., & Jones, P. K. (2018). Twelve tips for applying change models to curriculum design, development and delivery. Medical Teacher, 40(5), 520-526. https://doi.org/10.1080/0142159x.2017.1391377