The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience

Autor/inn/en	Colbert, Colleen Y.; Bierer, S. Beth
Titel	The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience
Quelle	In: Education Sciences, 12 (2022), Artikel 220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Colbert, Colleen Y.) ORCID (Bierer, S. Beth)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Medical Education; Medical Students; Medical Schools; Undergraduate Students; Professional Development; Competence; Curriculum Design; Self Evaluation (Individuals); Feedback (Response); Portfolios (Background Materials); Portfolio Assessment; Competency Based Education; Student Development; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Kompetenz; Lehrplangestaltung; Portfoliobeurteilung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM) was created in 2004 as a 5-year undergraduate medical education program with a mission to produce future physician-investigators. CCLCM's assessment system aligns with the principles of programmatic assessment. The curriculum is organized around nine competencies, where each competency has milestones that students use to self-assess their progress and performance. Throughout the program, students receive low-stakes feedback from a myriad of assessors across courses and contexts. With support of advisors, students construct portfolios to document their progress and performance. A separate promotion committee makes high-stakes promotion decisions after reviewing students' portfolios. This case study describes a systematic approach to provide both student and faculty professional development essential for programmatic assessment. Facilitators, barriers, lessons learned, and future directions are discussed. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01