Course Director is 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. She is a trainer in the domain of Assessment in Measurement & Assessment Center, Ministry of Higher Education and in many other organizations like Menoufia University, and many other governmental & private universities in Egypt. She is the winner of “Health Professions Educator of the year Prize” offered by ASU MENA FAIMER Regional Institute for year 2021.
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 2000 trainees in the domain of Health Professions Education in many universities.
She led the development of all types of assessment in her faculty for 5 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 Health sector in Measurement & Assessment Center, Ministry of Higher Education.
She is a consultant in the domain of Health Professions Education in many governmental and private faculties in Egypt.
Introduction
“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 calibers who are able to lead the process. For this reason, capacity building of staff members in Health professions sector in the domain of assessment is very important.
Target groups
Staff and assisting staff members who will work in assessment units/centers/committees in the health professions sector (Colleges of Medicine, Nursing, Pharmacy & Dentistry).
Teaching hours
Total 80 contact hours
Program objectives and content
Part 1: Overview of assessment in medical education
Objectives
By the end of this course, the learner will be able to:
Identify the broad purposes of student assessment
Conclude the criteria needed to construct a good assessment system
Outline the principles of planning valid & reliable assessment
Recognize the positive & negative effects of assessment
Perceive that assessment is a process not an event
Believe that assessment is the steering wheel of health professions education
Content
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
Teaching hours: 4
Part 2: Selection of the assessment method
Objectives
By the end of this course, the learner will be able to:
Discover the diversity of learning objectives, skills and competences
Discriminate the different levels of Miller pyramid
Consider the appropriate selection of test method in relation to outcomes or objectives and in relation to Miller pyramid
Content
2.1 Hierarchy of learning objectives
2.2 Miller pyramid (Pyramid of competences)
2.3 Matching learning objectives with assessment methods.
Teaching hours: 4
Part 3: Blueprinting
Objectives
By the end of this course, the learner will be able to:
Define blueprint
Describe blueprint
Justify the need for the blueprint
Design a blueprint
Believe that blueprint makes assessment transparent, fair and encouraging testing of intellectual skills
Content
3.1 Definition & description of blueprint
3.2 Need for the blueprint
3.3 Benefits of blueprint
3.4 How to form a blueprint
Teaching hours: 8
Part 4: Formative and summative assessment
Objectives
By the end of this course, the learner will be able to:
Differentiate between formative and summative assessment
Conduct formative assessment in his/her college
Approve that formative assessment enhances student learning
Content
4.1 Definition and description of Formative & Summative assessment
4.2 Comparison between them
4.3 Advantages and limitations of each type
Teaching hours: 4
Part 5: Assessment of “Knows” and “Knows how”
Objectives
By the end of this course, the learner will be able to:
Discriminate the different levels of Bloom’s taxonomy
Name the different types of questions which can assess the cognitive domain
List the pros and cons of every type of questions in paper and pencil exam
Summarize the conditions of writing every type of questions in paper and pencil exam
Create different types of questions in paper and pencil exam
Criticize questions structured with pitfalls
Outline the way of construction of vignettes
Organize vignettes
Support the use of vignettes
Interpret the data derived from item analysis report
Describe item difficulty and discrimination as two important parameters of item analysis
Value the feedback about paper and pencil exam
Content
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
Teaching hours: 20
Part 6: Standard setting
Objectives
By the end of this course, the learner will be able to:
Define types of scores and standards
Show score interpretation
Identify different approaches to standard setting
Implement Angoff method, borderline group method and borderline regression method.
Content
6.1 Absolute standards
6.2 Relative standards
6.3 Compromise standards
Teaching hours: 10
Part 7: Assessment of attitude and communication skills
Objectives
By the end of this course, the learner will be able to:
Identify the importance of assessment of attitude
Recognize the effect of attitudinal biases on training/learning
Explain how to measure attitude
Outline the methods of measuring communication skills
Content
7.1 Importance of measuring attitude & communication skills
7.2 Assessment of attitude by Likert scale & Osgood’s scale
7.3 Formative & summative assessment of communication skills
Teaching hours: 6
Part 8: Assessment of “Shows how”
Objectives
By the end of this course, the learner will be able to:
List the advantages of standardized patient
Recognize the situations needing use of standardized patient
Judge on implementation considerations concerning standardized patient
Recognize the advantages of Objective Structured Clinical Exam (OSCE), Objective Structured Practical Exam (OSPE) and Objective Structured Long Examination Record (OSLER).
Design stations of OSCE and OSPE
Implement OSCE metrics
Support the change of traditional clinical and practical exams in his/her faculty to OSCE, OSPE and OSLER
Content
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)
8.5 OSCE Metrics
Teaching hours: 10
Part 9: Assessment of “Does” level
Objectives
By the end of this course, the learner will be able to:
Name the different types of WPBA
List the advantages of different types of WPBA
Describe the method of implementation of different types of WPBA
Define what is portfolio
Identify the educational rationale for use of portfolio
Review the process of portfolio development
Content
9.1 Workplace Based Assessment (WPBA)
9.2 Portfolio
Teaching hours: 10
Part 10: Feedback
Objectives
By the end of this course, the learner will be able to:
Identify the educational rationale for delivering feedback
Distinguish feedback from praise and criticism
Describe the nature of good feedback
Content
10.1 Importance of feedback
10.2 Methods of delivering feedback
Teaching hours: 4
Instructional & training methodology
1) Lectures
2) Workshops
3) Brain storming
4) Think Pair Share
5) Case study
6) Group discussion
7) Assignments
8) Mini-projects
Assessment methodology
Formative assessment
– SBA, SAQ, short essay items on all parts
– Assignments
– Projects
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) Performing item analysis (Individual)
5) Performing standard setting (Angoff- Borderline group- Borderline Regression group) (Group)
6) Critique for written exam (Group)
7) Final online exam (Individual)
New batch will start in July 2021
For registering in the new batch, kindly contact Mr. Waleed Mostafa
Mobile: +20 100 887 9145