To the point: Medical education reviews evaluation in context: Assessing learners, teachers, and training programs

Metheny, William P.; Espey, Eve; Bienstock, Jessica L.; Cox, Susan M.; Erickson, Sonya S.; Goepfert, Alice R.; Hammoud, Maya M.; Hartmann, Diane M.; Krueger, P; Neutens, James J.; Puscheck, Elizabeth E.

doi:10.1016/j.ajog.2004.07.036

Cited by 20 publications

(16 citation statements)

References 13 publications

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“…Faculty/staff perceptions of areas of concern regarding increased time and labor demands were consistent with previous reports (Metheny et al, 2005;Prus & Johnson, 1996;Quatroche et al, 2002). It is clear that any evaluation of professional performance involves expert judgment at some point in the process, either by interpreting test scores or in comparing performance with identified criteria or ranking/judging multiple data sources.…”

Section: Discussionsupporting

confidence: 74%

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Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

McNamara

Bailey

2006

Innov High Educ

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New standards for certification were recently developed for speechlanguage pathology graduate training programs by the American Speech-LanguageHearing Association. The new standards are outcomes-based rather than process-based. Using a collective case study approach, this article highlights the perceptions of faculty and staff regarding use of a standards-based exit portfolio system for students in a Speech-Language Pathology graduate program at a medium-sized, public university after two semesters of use.KEYWORDS: performance-based portfolio assessment; grading rubrics; knowledge and skills assessment.In the field of speech-language pathology, graduate programs are accredited by the American Speech-Language-Hearing Association (ASHA) Council on Academic Accreditation (CAA). New standards for certification were developed for speech-language pathology graduate training programs that were required to be implemented in 2004 (American Speech-Language-Hearing Association, 2001). As such, accredited programs have realigned their curricula with the new standards; the old standards were process-based, whereas the new standards are outcomes-based. Process-based standards require students to pass a certain sequence of courses. The process of taking and passing the courses is seen as evidence that the student has learned the required content of the courses. By completing the required courses, the process-based method assumes that the students have the knowledge Tena L. McNamara received a B.

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Section: Discussionsupporting

confidence: 74%

“…Portfolios offer documentation of competencies required to meet performance-based standards. This evidence is documented via representative samples of projects, self-assessments, and a collection of works that demonstrate professional development (Metheny et al, 2005).…”

Section: Portfolio Usementioning

confidence: 99%

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

McNamara

Bailey

2006

Innov High Educ

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“…Assessment of learners is used to determine competence, predict performance (as student learning is closely tied to student performance), measure performance improvement after feedback, and give a summative grade (Metheny et al 2005). A combination of multiple assessment methods is necessary to assess learning outcomes, and different methods are more useful for different learning outcomes.…”

Section: Student Learning and Performancementioning

confidence: 99%

Towards effective evaluation and reform in medical education: a cognitive and learning sciences perspective

Patel

Yoskowitz

Arocha

2008

Adv in Health Sci Educ

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Health professions education is dealing with major transformations in light of the changing nature of the health care delivery system, including the use of technology for "just in time" delivery of care, evidence-based practice, personalized medical care and learning, as health professionals strive to integrate biomedical advances and clinical practice. This has forced the medical education community to reassess the current teaching and learning practices and more importantly, the evaluation of the medical education process. There have been recent advances in cognitive and learning sciences theories, some of which can inform medical educators about best teaching and learning practices and their impact on the evaluation process. An understanding of these theories provides a sound rationale for choosing specific instructional strategies and choosing evaluation measures that assess the curricular objectives. The review begins with an overview of evaluation and assessment in education, followed by an overview of major theories from the cognitive and learning sciences. Next, the role of cognitive and learning sciences theories in informing the process of medical education evaluation is discussed, including its impact on student learning, performance and professional competence, as well as recommendations for reform of medical curricula based on such theories. The paper continues with the elaboration of current trends in health sciences education, particularly medical education, and available evidence for the impact on student learning and performance as well as areas where more research is needed.

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“…41,42,45,48 In portfolios, resident self-assessment skills can be refined through assimilation of formative feedback with residents' own reflections. 57 Portfolios can theoretically promote critical thinking, selfassessment, 32,58 and enhance professionalism, 35 thereby increasing individual accountability. The very act of portfolio construction can meet a portion of the PBLI competency.…”

Section: Discussionmentioning

confidence: 99%

“…Portfolios are used to index student achievement, self-awareness, and clinical experiences. 32 The move toward authentic assessment has served as a catalyst for their incorporation into assessment systems. 18,33 Portfolios fit well in the self-directed learning paradigm, where assessment becomes another learning opportunity.…”

Section: Portfolio Use In Contextmentioning

confidence: 99%

A Review of Portfolio Use in Residency Programs and Considerations before Implementation

Colbert

Ownby

Butler

2008

Teaching and Learning in Medicine

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To the point: Medical education reviews evaluation in context: Assessing learners, teachers, and training programs

Cited by 20 publications

References 13 publications

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

Towards effective evaluation and reform in medical education: a cognitive and learning sciences perspective

A Review of Portfolio Use in Residency Programs and Considerations before Implementation

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