Assessment of clinical skills

1. ANNUAL CONFERENCE - OSLO - MAY 2007 Assessment of clinical skills Joseph Cacciottolo Josanne Vassallo UNIVERSITY OF MALTA

2. Assessing clinical skills • WHY do we need to assess ? • WHAT do we want to measure ?

3. WHY do we assess ? In principle… • To ensure safety of patients our responsibility to the public • Achievement of a minimum standard responsibility to the candidate and University

4. WHY do we assess ? In practice: the scope • To ensure competence • Often as a means of academic competition

5. WHY do we assess ? In practice: the purpose • Formative: to give feedback and advice • Summative: to grade • Qualificative or licensing

6. WHAT do we measure ? In principle… To test not only presence of knowledge …but also the application of knowledge

7. Several types of clinical assessment One model presented in some detail to provide a framework for later discussion

8. One model of clinical assessment In principle…a three-fold aim • Certification of competence - pass / fail a state (and legal) requirement • Grading in rank order for employment / placement purposes • A competition for the award of a prize

9. One model of clinical assessment In practice… Measurement of: • adequacy of basic clinical skills • ability to interpret clinical findings • facility of communication in practical settings • ability to think analytically about diagnosis • ability to discuss management logically

10. Practical steps for assessment • 6 encounters with different clinical situations • Two examiners at every encounter, each examiner giving an individual assessment • Highly structured examination and detailed assessment of skills • Examiners from other Universities for process evaluation and quality control

11. Practical steps for assessment • Encounters with at least six real patients • Ability to interpret and discuss clinical data • Management of an emergencyscenario • Appraisal of communication skills and attitude

12. Set-points for testing • Attitude to patient • Actual examination skills • Presentation of findings • Clinical judgment Clinical examination of patients

13. Set-points for testing • Evaluation of data • Significance of data • Clinical reasoning Interpretation of clinical data

14. Set-points for testing • Ability to solve problems • Ability to discuss logically • Clinical judgment and prioritization • General medical knowledge Management of emergency situations

15. Set-points for testing • Attitude to ‘patient’ • Ability to communicate well • Clinical judgment • General medical knowledge Communication skills

16. Evaluation • Subjective evaluation: looking in the mirror • Objective evaluation of outcome

17. Evaluating ourselves “Examinations are formidable even to the best prepared… …for the greatest fool may ask more than the wisest man can answer” Charles Caleb Colton 1780 - 1832

18. Evaluating outcome • Pattern of results • Consistency of results • Patterns of marking • Process shortcomings • Basis for improvement Analysis of data to assess effectiveness

19. What happens to candidates who fail ? • Review of performance – a formative exercise • Counselling at a personal level • Specific attention and individual training • Repeat assessment after a period of time

20. Points for discussion • Competence versus performance • Exam based versus continuous assessment • Methodology related issues • Organisational issues

21. Competence versus Performance • In relation to methods used • Use of core curriculum with additional modules as required • Eventual medical practice in different environment • Impact on mobility

22. Competence versus Performance • In relation to methods used • Use of core curriculum with additional modules as required • Eventual medical practice in different environment • Impact on mobility

23. Competence versus Performance • In relation to methods used • Use of core curriculum with additional modules as required • Eventual medical practice in different environment • Impact on mobility

24. Competence versus Performance • In relation to methods used • Use of core curriculum with additional modules as required • Eventual medical practice in different environment • Impact on mobility

25. Exam based vs continuous assessment • Assessment of a modular curriculum • Written exams: MCQs, SAQ, Essays • Real-time exams • Orals: clinical / table viva, OSCEs • Clinical assessment on site: mini-CEX, DOPS, multi-source feedback • Log books, portofolios, CATs

26. Exam based vs continuous assessment • Assessment of a modular curriculum • Written exams: MCQs, SAQ, Essays • Real-time exams • Orals: clinical / table viva, OSCEs • Clinical assessment on site: mini-CEX, DOPS, multi-source feedback • Log-books, portfolios, CATs

27. Methodology-related issues • Reliability • Validity • Practicality • Transparency

28. Organisational issues • Resources available • Student numbers • Patient availability • Invasive procedures • Scheduling

29. Role of grading • Is there need for grading ? • Selection process for employment • Selection for postgraduate training • Quality of assessment method and performance of candidates

30. Conclusions There is wide diversity among European medical schools regarding methods of assessment of clinical skills: • some schools aim at pass/fail outcomes, others use systems that lead to grading • several quality assurance mechanisms are used to varying degrees There is place for widespread application of agreed standard methods to: • assess clinical competences in core curricula • assess additional competences essential to individual practice

31. MDCLXXVI SCHOLA ANATOMIAE AC CHIRURGIAE CONDITA University of Malta Medical School UNIVERSITY OF MALTA MEDICAL SCHOOL 1676 - 2007 EU UNIVERSITY PARTNER ●joseph.cacciottolo@um.edu.mt●josanne.vassallo@um.edu.mt

32. ANNUAL CONFERENCE - OSLO - MAY 2007 Thank you