Certified Assessor in Health Professions Education

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