Certified Assessor in Health Profession Education by Professor Gehan Sadek

$79

$399 USD per attendee | Deposit of 20% required of $79 USD to sign up

Course starts dates varyContact us with any questions

“Assessment drives learning,” this is one of the most common quotes in education stated by George Miller. Really, good assessment is the guarantee of preparation of highly qualified graduates. One of the most important factors that enables assessment to play its vital role is presence of specialized calibres who are able to lead the process. For this reason, capacity building of staff members in Health profession sector in the domain of assessment is very important.

Description

“Assessment drives learning,” this is one of the most common quotes in education stated by George Miller. Really, good assessment is the guarantee of preparation of highly qualified graduates. One of the most important factors that enables assessment to play its vital role is presence of specialized calibres who are able to lead the process. For this reason, capacity building of staff members in Health profession sector in the domain of assessment is very important.


 

Course Professor

Course delivered by Professor Gehan Sadek:

Professor Gehan Sadek, MSc, MD, FAIMER fellow 2019 and Faculty member in ASU MENA FRI (2020). Chair of Measurement; Assessment Unit in Menoufia Faculty of Medicine, Egypt and chair of Central Item Bank Unit in Menoufia University, Egypt. She is a trainer in the domain of Assessment in Measurement; Assessment Center, Ministry of Higher Education, Menoufia University and many other governmental universities in Egypt.

She completed studying Professional Diploma in Medical Education in 2017 (AICPD) and Professional Diploma in Human Resources Management from American University in Cairo (AUC) in 2018. She is an associate trainer in International Board of Certified Trainers (IBCT) and completed training of more than 1,000 trainees in the domain of Health Profession Education in many universities.

She led the development of all types of assessment in her faculty since more than 4-years, being the one who developed the strategy and policy of assessment development with auditing all types of assessment. She is the founder of the item bank committee with supervising the development of item banks in her faculty. She is a judge of item banks in the Health sector.


Who Would Benefit From Taking This Course?

Staff and assisting staff members who will work in assessment units/centers/committees in the health profession sector (Colleges of Medicine, Nursing, Pharmacy & Dentistry)


Course Objectives

Part 1: Overview of assessment in medical education

By the end of this course, the learner will be able to:

  1. Identify the broad purposes of student assessment
  2. Conclude the criteria needed to construct a good assessment system
  3. Outline the principles of planning valid & reliable assessment
  4. Recognize the positive & negative effects of assessment
  5. Perceive that assessment is a process not an event
  6. Believe that assessment is the steering wheel of health profession education

Part 2: Selection of the assessment method

By the end of this course, the learner will be able to:

  1. Discover the diversity of learning objectives, skills and competences
  2. Discriminate the different levels of Miller pyramid
  3. Consider the appropriate selection of test method in relation to outcomes or objectives and in relation to Miller pyramid

Part 3: Blueprinting

By the end of this course, the learner will be able to:

  1. Define blueprint
  2. Describe blueprint
  3. Justify the need for the blueprint
  4. Design a blueprint
  5. Believe that blueprint makes assessment transparent, fair and encouraging testing of intellectual skills

Part 4: Formative and summative assessment 

By the end of this course, the learner will be able to:

  1. Differentiate between formative and summative assessment
  2. Conduct formative assessment in his/her college
  3. Approve that formative assessment enhances student learning

Part 5: Assessment of “Knows” and “Knows how”

By the end of this course, the learner will be able to:

  1. Discriminate the different levels of Bloom’s taxonomy
  2. Name the different types of questions which can assess the cognitive domain
  3. List the pros and cons of every type of questions in paper and pencil exam
  4. Summarize the conditions of writing every type of questions in paper and pencil exam
  5. Create different types of questions in paper and pencil exam
  6. Criticize questions structured with pitfalls
  7. Outline the way of construction of vignettes
  8. Organize vignettes
  9. Support the use of vignettes
  10. Interpret the data derived from item analysis report
  11. Describe item difficulty and discrimination as two important parameters of item analysis
  12. Value the feedback about paper and pencil exam

Part 6: Standard setting

By the end of this course, the learner will be able to:

  1. Define types of scores and standards
  2. Show score interpretation
  3. Identify different approaches to standard setting
  4. Impalement Angoff method

Part 7: Assessment of attitude and communication skills

By the end of this course, the learner will be able to:

  1. Identify the importance of assessment of attitude
  2. Recognize the effect of attitudinal biases on training/learning
  3. Explain how to measure attitude
  4. Outline the methods of measuring communication skills

Part 8: Assessment of “Shows how”

By the end of this course, the learner will be able to:

  1. List the advantages of standardized patient
  2. Recognize the situations needing use of standardized patient
  3. Judge on implementation considerations concerning standardized patient
  4. Recognize the advantages of Objective Structured Clinical Exam (OSCE), Objective Structured Practical Exam (OSPE) and Objective Structured Long Examination Record (OSLER).
  5. Design stations of OSCE and OSPE
  6. Support the change of traditional clinical and practical exams in his/her faculty to OSCE, OSPE and OSLER

Part 9: Assessment of “Does” level

By the end of this course, the learner will be able to:

  1. Name the different types of WPBA
  2. List the advantages of different types of WPBA
  3. Describe the method of implementation of different types of WPBA
  4. Define what is portfolio
  5. Identify the educational rationale for use of portfolio
  6. Review the process of portfolio development

Part 10: Feedback

By the end of this course, the learner will be able to:

  1. Identify the educational rationale for delivering feedback
  2. Distinguish feedback from praise and criticism
  3. Describe the nature of good feedback

Course Content

Part 1. Overview of assessment in medical education

1.1 Introduction

1.2 Promoting student learning by assessment

1.3 Broad purposes of student assessment

1.4 Domains that should be assessed

1.5 The criteria of good assessment tool

* Validity

* Reliability

* Objectivity

* Comprehension

* Feasibility

* Acceptability

* Utility index

1.6 Guilbert cycle

1.7 Assessment cycle

Part 2. Selection of assessment method

2.1 Hierarchy of learning objectives

2.2 Miller pyramid (Pyramid of competences)

2.3 Matching learning objectives with assessment methods

Part 3. Blueprinting

Part 4. Formative and summative assessment

Part 5. Assessment of “Knows” and “Knows how”

5.1 Multiple choice questions

* Single Best Answer (SBA) items

* Writing vignettes

* Testing different competencies by SBA

* Item analysis

5.2 Short essay questions

5.3 Short Answered Questions (SAQs)

5.4 Extended Matching Questions (EMQs)

5.5 Problem solving questions

Part 6. Standard setting

6.1 Absolute standards

* Angoff method

6.2 Relative standards

Part 7. Assessment of attitude and communication skills

Part 8. Assessment of “Shows how”

8.1 Standardized patient

8.2 Objective Structured Clinical Exam (OSCE)

8.3 Objective structured Practical Exam (OSPE)

8.4 Objective Structured Long Examination Record (OSLER)

Part 9. Assessment of “Does”

9.1 Workplace Based Assessment (WPBA)

9.2 Portfolio

Part 10. Feedback


Teaching Hours:

Total 36 contact hours

Part 1: 2 hours

Part 2: 2 hours

Part 3: 4 hours

Part 4: 2 hours

Part 5: 10 hours

Part 6: 2 hours

Part 7: 1 hour

Part 8: 5 hours

Part 9: 6 hours

Part 10: 2 hours


Instructional & Training Methodology:

1) Mini lectures

2) Workshops

3) Brain storming

4) Think Pair Share

5) Case study

6) Group discussion


Assessment Methodology:

Formative assessment

SBA, SAQ, short essay items on all parts

Summative assessment

1) Designing a model of blueprint (Group assignment)

2) Designing a model of paper & pencil exam with predetermined characters (Group assignment)

3) Designing a complete station profile of OSCE & OSPE (Group assignment)

4) Final online exam (Individual)