WORK PLACE BASED ASSESEMENTIN MEDICAL UNIVERSITY BY DR IZP.ppt

WORK PLACE BASED ASSESMENT DR IMRAN ZAFAR

2. “WORK PLACE BASED
ASSESMENT”
DrImran Zafar Pirzado
Assistant Professor
07-05-2024

3. •Some psychologists claim the typical student's
attention span is about10 to 15 minuteslong.
•It's natural for a student's attention levels to vary
according to motivation, mood, perceived
relevance of the material, and other factors.

4. OBJECTIVES
•Recent trends in medical education are
moving rapidly away from gaining a certain
number of marks in high-stakes examinations
and towards gathering evidence of clinical
competence and professional behavior
observed in clinical environments.

5. MILLER'S FRAMEWORK FOR
ASSESSING CLINICAL
COMPETENCE
•workplace-based methods of assessment target
the highest level of the pyramid and collect
information about doctors’ performance in
their everyday practice.

6. WHY DO WE ASSES? Key Principles
•Authentic assessments, Focus on observable
behaviors
•Emphasis on patient care and safety
•Ongoing and systematic evaluation
•To ensure we are training correctly
•To develop trainees

7. TYPES OF WPBA
•FORMATIVE ASSESSMENTS
•Observation
•Feedback
•Self-assessment
•SUMMATIVE ASSESSMENTS
•Case-based discussions
•Mini-CEX (Clinical Evaluation Exercise)
•DOPS (Direct Observation of Procedural Skills)
•360-degree feedback

9. WPBA OPHTHALMIC TOOLS
•OCEX (Ophthalmic Clinical Evalution
Excercise).
•DOPS (Direct Observation Procedural Skills)
•OSCAR (Ophthalmic Surgical Competence
Assesment Rubric)Phacoemusification

10. BENEFITS OF WPBA
•Improved learner engagement and motivation
•Enhanced patient care and safety
•More accurate assessment of learner performance
•Better preparation for practice
•Encourages reflective practice and lifelong
learning

11. IMPLEMENTATION STRATEGIES
•Clear criteria and standards
•Trained assessors and feedback providers
•Regular feedback and coaching
•Technology enhanced assessment tools
•Integration with existing curriculum and
assessments

12. ASSESSORS AND FEEDBACK
PROVIDERS
•Roles and responsibilities
•Training and calibration
•Feedback skills and techniques

13. LEARNER PREPARATION AND
SUPPORT
•Orientation and induction
•Clear expectations and criteria
•Ongoing support and feedback
•Opportunities for self-assessment and reflection

14. CHALLENGES AND LIMITATIONS
•Rater bias and variability
•Time-consuming and resource-intensive
•Balancing assessment with service delivery
•Ensuring learner anonymity and confidentiality

15. BEST PRACTICES
•Align assessments with learning objectives
•Use multiple assessment methods
•Provide constructive feedback
•Monitor and evaluate the assessment process

16. TECHNOLOGY-ENHANCED WPBA
•Electronic portfolios
•Mobile apps
•Online feedback platforms
•Video recording and analysis

17. CONCLUSION
•WPBA is essential for medical universities
•Effective implementation requires careful
planning and execution
•Ongoing evaluation and improvement are crucial
for success

18. THANK YOU