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Revitalizing ‘Pore’ Assessment Practices – Valid and Reliable Assessment Tools in Medical Education
George Miller gave educational framework a face lift in 1990 when he published his
pyramid for assessment of clinical competence, which helps to frame the difference between cognition
and behavior. Beyond this, medical educators must consider how the method of assessment may
change with varying levels of clinical competence. Objective, reliable and valid tools are needed, and
expected, to adequately assess the contemporary medical student – no matter their level of
competence. Educators may be asked to purify or create multiple-choice quizzes, written or oral
examinations, standardized patient exams or clinical performance checklists. How do we know what
constitutes a reliable multiple-choice exam? How do we write pertinent standardized patient scenarios?
How do we test a rubric for reliability and validity? Basic standards for these types of assessments will
be presented to equip participants to scour & refresh an existing assessment or to clarify & refine a
completely new tool. Join us for a cleanse & purge approach to valid, reliable, understandable and
useful assessment tools!
After a brief overview & history of assessment in medical education, the format will alternate between
presentation of best practices for creating common assessment tools and active participation.
There will be creation, critique, guided use as well as small group practice using examples of several
common assessment tools.
Participants will leave with training as well as a basic understanding of assessment tools and how to
create them. References and resources will be supplied these skills can be refined at home institutions.
Topics:
Faculty Development Seminar, 2018, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Patient Care, Medical Knowledge, GME, UME, Assessment, Simulation, Standardized Patient,
