An integrated platform for curriculum management, continuous student development, competency demonstration, and research.
In partnership with:
Data suggest that the introduction of competency based medical education and the significant increase in high stakes objective defensible assessment has not been associated with a lowering of patient harm (1,2). It has been suggested that a possible reason for this is that the current approaches to assessment are not sufficiently sophisticated to be able to develop or predict real-world competency (3).
Moreover, there are likely to be barriers to student learning created by modern students possessing a fixed mind-set that results in them measuring their self-worth through assessment results, which drives them to actively avoid and challenge any situation where ‘failure’ could result (4). To overcome these difficult problems a series of pedagogies were integrated and operationalised to allow an innovative bespoke technology enhanced programmatic approach (5,6) to support continuous professional development, while at the same time enable robust, credible, trustworthy, and defensible decisions over progression.
This seminar will present: how the pedagogy was operationalised; the outcomes, which ultimately improved the student satisfaction at the University of Liverpool School of Dentistry by over 40%, as well as enabled defensibility against legal challenge; and, how the approach has been/is being transferred across the health care disciplines, and supporting research and innovation in the area of professional competence.
James JT. A new, evidence-based estimate of patient harms associated with hospital care. J Patient Saf. 2013 Sep;9(3):122–8.
Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, et al. Towards a program of assessment for health professionals: from training into practice. Springer Netherlands; 2015 Nov 21;:1–17.
Dawson LJ, Mason BG, Bissell V, Youngson C. Calling for a re-evaluation of the data required to credibly demonstrate a dental student is safe and ready to practice. European Journal of Dental Education. 2016 Mar 29;:n/a–n/a.
Forsythe A, Johnson S. Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education. 2016 Jul 5;:1–10.
Van Der Vleuten CP. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ Theory Pract. Kluwer Academic Publishers; 1996 Jan;1(1):41–67.
van der Vleuten CPM, Schuwirth LWT, Driessen EW, Dijkstra J, Tigelaar D, Baartman LKJ, et al. A model for programmatic assessment fit for purpose. 2012;34(3):205–14.