Presentation Description
David Kok1,2,3
Kristie Matthews2, Caroline Wright2 and Steve Trumble3
1 Peter MacCallum Cancer Centre
2 Monash University
3 University of Melbourne
Kristie Matthews2, Caroline Wright2 and Steve Trumble3
1 Peter MacCallum Cancer Centre
2 Monash University
3 University of Melbourne
Background
Assessment tasks in Health Professional Education (HPE) require regular renewal to stay contemporary in the constantly evolving educational landscape. In particular, the last 5 years have seen notable advances in pedagogical theory, educational technology and the influence of Covid-19. Our aim was to explore how Australian HPE Educators modified tertiary assessments in response to these factors.
Assessment tasks in Health Professional Education (HPE) require regular renewal to stay contemporary in the constantly evolving educational landscape. In particular, the last 5 years have seen notable advances in pedagogical theory, educational technology and the influence of Covid-19. Our aim was to explore how Australian HPE Educators modified tertiary assessments in response to these factors.
Summary of work
We reviewed all Australian postgraduate HPE teaching qualifications from 2018 onwards (these were considered to be exemplar courses that would influence downstream HPE delivery). Assessments for each subject were compared between 2018 and 2023, differences quantified, pedagogical drivers for change identified, and trends in practice analysed.
Results
We identified 11 relevant HPE teaching qualifications. Assessment outlines were sourced for 77 subjects with a combined total of 421 assessments (204 from 2018 and 217 from 2023). In this time, 2 subjects were discontinued and 9 introduced. 55.9% of subjects in 2018 were delivered online, compared to 78.7% of subjects in 2023.
66 subjects had details from both 2018 and 2023. Of these, 48.5% (32/66) had their assessments modified. 30.3% (20/66) were modified in a major fashion (>20% change in assessments). 14 subjects had a change relating to online assessment. 6 subjects demonstrated a clear change in pedagogical assessment philosophy (eg. introducing reflective assessment tasks; one subject removed a disproved learning theory) and 3 subjects underwent complete renewal.
Discussion and Conclusion
Significant changes in assessment practice occurred in Australian HPE teaching courses between 2018 and 2023 with approximately half of all subjects undergoing assessment changes. Significant drivers of assessment change included adaptations to online assessment and evolutions in assessment philosophy.
Take Home Messages
The HPE teaching community implemented widespread assessment changes in line with evolving delivery contexts and pedagogical philosophies.
Further studies to demonstrate resulting downstream effects would be beneficial.
References (maximum three)
Cox, M., Cox, M., & Irby, D. M. (2007). Assessment in Medical Education. The New England Journal of Medicine, 356(4), 387–396.
Eraky, M. A. (2021). Evolving trends for assessment in the new norm of medical education. South‐East Asian Journal of Medical Education, 15, 3.
Harris, P., Bhanji, F., Topps, M., Ross, S., Lieberman, S. A., Jason R. Frank, Frank, J. R., Linda Snell, Snell, L., & Sherbino, J. (2017). Evolving concepts of assessment in a competency-based world. Medical Teacher, 39(6), 603–608.