Reflection is a learning experience in itself. It allows us to critically assess the ways in which we can improve. This is extremely valuable in the context of medical education where we need to draw learnings from both academic training and medical practice. Earlier this year, Professor Olle ten Cate delivered a public lecture at the Royal College of Surgeons in Ireland titled, What is a 21st Century Doctor? Professor ten Cate took time to reflect on how medical education has changed over the last century, and how it could evolve in the future.
Competency-Based Medical Education (CBME) is changing the delivery and assessment of medical education in healthcare institutions around the world. CBME is outcome-based education, focusing on what is attained in terms of knowledge, skill, behaviour and attitude. This brings a wider focus to education, not just what is learned from the actual teaching process.
Entrustable Professional Activities (EPAs) are an effective measuring tool for these competencies. An EPA is a core unit of professional practice which can be entrusted to a trainee as soon as they have demonstrated the competence to conduct the task without supervision. Qpercom developed an EPA Management System, Entrust, to provide a digital solution for storing and managing EPAs. An accompanying work-based assessment app measures the trainee feedback, to complete the feedback loop between trainer and trainee.
But what are the benefits of storing and accessing these EPAs digitally over paper?
Topics: competency based assessment, EPAs, entrustable professional activities, curriculum mapping, competency frameworks, competency management system, student feedback, electronic assessment, big data, analysis, medical education, competency based education, dataprocessing, digitalscoring, programming, computer science, cloud storage, feedback, milestones, blueprinting
Dissemination of research findings often takes a long time. However, we are very pleased our research was noticed and published in Ronald Harden's 'Definitive Guide to the OSCE', an important book for those working in the field of medical education (page 147 (ISBN: 978-0-7020-5550-8)).
In December 2015, Winny Setyonugroho defended his thesis 'The Assessment of Communication Skills During OSCEs: Development and Trialed Implementation of a New Standardised Model Using the MAAS-Global Instrument'. According to the external examiner Dr Marc van Nuland:
"This thesis is original in its introduction of a calibration process for OSCE checklist instruments. This certainly is a valuable contribution to the knowledge and scholarship within the domain of medical education. Further on, researching the effect of having a different first language on the results of communication assessment in OSCE is also of special interest. It is valuable that the candidate has tried to explain the observed differences of students with a different first language compared to native English speaking students from the perspective of the Theory of Working Memory."
Unique to Qpercom Observe, the OSCE management information system, are the new Multiple Examiners/Multiple Scenario enhancements. We have frequently read about research empowering the Standardized Patient (SP) to play an important role in examining parts of student’s competence. Only the patient experiences the effects of interpersonal communication, empathy and other aspects that need to be observed and at times marked.
Setyonugroho W, Kennedy KM and Kropmans TJB. "Reliability and validity of OSCE checklists used to assess the communication skills of undergraduate medical students: A systematic review". Patient Education and Counseling, 2015. [5-Year Impact Factor: 2.975] doi:10.1016/j.pec.2015.06.004
A paper on the reliability and validity of OSCE checklists in assessing communication skills by Winny Setyonugroho, Dr Kieran Kennedy and Dr Thomas Kropmans was accepted by Patient Education and Counselling. As part of this research, 250 assessment forms were analysed across four academic terms in order to measure the true caliber of communications skills of OSCE performance. The paper can be accessed via the following link:
Our tech team has successfully overhauled Observe (formerly OMIS) 1.8.5. and are rolling out version 1.9.43 at our home base. Due to the invaluable feedback of clients, module and OSCE coordinators, and other individual users, we have improved Observe functionalities to the maximal standard.