بسم الله الرحمن الرحيم
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بسم الله الرحمن الرحيم. مقدم اساتيد محترم طراح ” آزمونهاي باليني ساختاردارعيني وساير آزمون هاي باليني نوين پيشترفت تحصيلي“ را گرامي مي داريم. ٍ دكتر مكارم مدير EDC دانشكاه. Teach to and Test Desired Endpoints:. - PowerPoint PPT PresentationTRANSCRIPT
الرحيم الرحمن الله بسم
مقدم اساتيد محترم طراح
آزمونهاي باليني ” ساختاردارعيني
وساير آزمون هاي باليني نوين پيشترفت تحصيلي“
را گرامي مي داريم.
مدير 2ٍ مكارم EDCدكتردانشكاه
Teach to and Test DesiredTeach to and Test Desired EndpointsEndpoints::
What is the First Principle of What is the First Principle of EducationEducation??
Educational OutcomesEducational Outcomes
Based on Based on Postgraduate Medical Education Postgraduate Medical Education and Training Board (and Training Board (PMETBPMETB)) requirements requirements
for assessment programs arefor assessment programs are::
.هدف از برنامه سنجش مشخص شود -
.محتواي منطقي داشته باشد -
روشهائي با خصوصيات ومبتني برمواردزير داشته -.باشد
ValidityValidity
ReliabilityReliability
FeasibilityFeasibility.روشهاي استاندارد سازي آن راحت و شفاف باشد -
Test characteristics: Test characteristics: Educational impactEducational impact
Teacher
Curriculum
Student
Assessment
Relationship between assessment and learning
CharacteristicsCharacteristics of of assessment instrumentsassessment instruments
• UtilityUtility = =– ValidityValidity– ReliabilityReliability – Educational impactEducational impact– AcceptabilityAcceptability– FeasibilityFeasibility
Measurement propertiesMeasurement properties
ValidityValidity is the is the hallmark of OSCEhallmark of OSCE (Stillman, et al, Newbel, et al).(Stillman, et al, Newbel, et al).
Van der Vleuten, C. The assessment of professional competence: developments,research and practical implications Advances in Health Science Education 1996, Vol 1: 41-67
Validity
Reliability
Educational impact
Acceptability
Feasibility
ValidityValidity
Validity: does the test measure what it is supposed to?
Portney LG, Watkins MP. Foundations of Clinical Research: Applications to Practice. 2nd ed. Upper Saddle River, NJ: Prentice-Hall; 2000:86-89.
Content validityContent validity
Is there something missing?
Does the test “covers” the content domain?
Portney LG, Watkins MP. Foundations of Clinical Research: Applications to Practice. 2nd ed. Upper Saddle River, NJ: Prentice-Hall; 2000:86-89.
Content validity
آيا محتوي مورد آزمون نمونه •(Sample) كل محتواي درس
است؟مشت نمونه خروار است؟ يا نه•
Construct validityConstruct validity
Statistical difference of the performance of two groups in the same test
Known groups method
The ability of a test to measure a construct or abstract concept
Portney LG, Watkins MP. Foundations of Clinical Research: Applications to Practice. 2nd ed. Upper Saddle River, NJ: Prentice-Hall; 2000:86-89.
راهنمائي جهت باال بردن OSCEروائي
- مشكالت ارائه شده توسط بيمار يا بيمار 1نما مهم و مرتبط با برنامه آموزشي باشد.
- ايستگاه هاي مورد ارزيابي قبال آموزش 2داده شده باشند.
- بررسي و مرور ايستگاه ها توسط 3متخصصين
10- تعداد مناسب ايستگاه ها )كمتر از 4ايستگاه نباشد(
ReliabilityReliability
Reliability: does the test measure consistently
between people and over time?Portney LG, Watkins MP. Foundations of Clinical Research: Applications to Practice. 2nd ed. Upper Saddle River, NJ: Prentice-Hall; 2000:86-89.
ReliabilityReliability
( در زمان هاي Testآيا آين آزمون)•مختلف بدون تغيير و با نتيجه مشابه
يادگيري را اندازه گيري مي نمايد؟
عواملي كه سبب كاهش پايائي OSCEمي شوند
- كم بودن تعداد و يا زمان ايستگاه ها1- چك ليست ها يا آيتم هائي كه افتراق كمي 2
دارند- بيماران غير قابل اعتماد يا بيماراني كه 3
براي همه آزمون شوندگان بطور يكسان نقش ايفا نكنند.
- عدم يكنواختي نظر ممتحنين نسبت به 4پاسخ و عيني نبودن مالك نمره دهي
What is Clinical CompetencyWhat is Clinical Competency??
““IIntegrationntegration of knowledge, skills and attitudes of knowledge, skills and attitudes..””
ReferenceReferenceVan der Vleuten, C. The assessment of professional competence: developments,research and practical implications Van der Vleuten, C. The assessment of professional competence: developments,research and practical implications Advances in Health Science Education Advances in Health Science Education 1996, Vol 1: 41-671996, Vol 1: 41-67
Rice et al., Competency-based objectives for clinical training. Can. J. Med. Technol. 57:136, 1995
نگرش
مهارت دانعملیش
Test characteristicsTest characteristics
• FeasibilityFeasibility– costcost– human resourcehuman resource– physical resourcesphysical resources
Test characteristicsTest characteristics
• AcceptabilityAcceptability– tolerable efforttolerable effort– reasonable costreasonable cost
• AcceptabilityAcceptability– doctorsdoctors– licensing bodieslicensing bodies– employersemployers– patients/consumer groupspatients/consumer groups– studentsstudents– facultyfaculty
ارزشيابي صالحيت باليني دانشجويان با:
OSCE (Objective Structured Clinical Examination)
OSCE Objective Structured Clinical Examination
باليني ، آزمون،
عيني ساختارمند
OOSCEsSCEs -- OObjectivebjective
همه داوطلبين با يك مقياس •مورد سنجش قرار مي گيرند.
OOSSCEsCEs - - SStructuredtructured
است • دار نظام ايستگاه هر برنامه و تدابيرstructuredstructured
مهارت هاي ويژه اي كه در هر ايستگاه مهارت هاي ويژه اي كه در هر ايستگاه •مورد آزمون قرار مي گيرند شامل موارد مورد آزمون قرار مي گيرند شامل موارد
زير است:زير است:History takingHistory taking
Interpersonal communicationInterpersonal communication
Clinical examinationClinical examination
ProceduresProcedures
OSOSCECE –– CClinicallinical EExaminationxamination
مهارت هاي بالينيآزمون صالحيت •دستيار نه آزمودن شناختي محض
)دانش ذهني و نظري او(داوطلبين بايد مهارت هاي باليني خود •
را به نمايش بگذارند.
ACGME (Accreditation Council of Graduate Medical Education)
شوراي اعتبار بخشي فارغ التحصيالن تعليم •و تربيت پزشكي
يك سازمان خصوصي اعتبار بخشي براي •برنامه هاي تعليم و تربيت دستياران
تخصصي در آمريكا است.
What is Clinical CompetenceWhat is Clinical Competence??
““IIntegrationntegration of of
knowledge, skills & attitudesknowledge, skills & attitudes..””
Rice et al., Competency-based objectives for clinical training. Can. J. Med. Technol. 57:136, 1995
ACGME (Accreditation Council of Graduate Medical Education)`
General Competencies
• Medical knowledge
• Patient care
• Interpersonal and communication skills
• Professionalism
• Practice-based learning and improvement
• Systems-based practice
What is Clinical CompetenceWhat is Clinical Competence??
““The habitual and judicious use of The habitual and judicious use of communication, knowledge, technical communication, knowledge, technical
skills, clinical reasoning, emotions, skills, clinical reasoning, emotions, values, and reflection in daily practice values, and reflection in daily practice
for the benefit of the individual and for the benefit of the individual and community being servedcommunity being served..””
Epstein and Hundert, Designing and assessing professional competence. JAMA 287:226, 2002
ACGME ToolboxACGME Toolbox
• OSCE is listed as the most desirable forOSCE is listed as the most desirable for – patient carepatient care
– interpersonal and communication skillsinterpersonal and communication skills
– professionalismprofessionalism
• next best method fornext best method for – practice-based learning and improvement practice-based learning and improvement
– systems-based practicesystems-based practice • The toolbox suggests written and oral exams as the most The toolbox suggests written and oral exams as the most
desirable for assessing medical knowledge.desirable for assessing medical knowledge.
What is Clinical CompetenceWhat is Clinical Competence??
““Competence . . . means being able to Competence . . . means being able to function in function in contextcontext..””
Chambers and Gerrow, Manual for Developing and Formatting Competency Statements. J. Dental Educ. 58:361, 1994.
Knows
Knows how
Shows how
Behaviour~ skills/attitudes
Cognition~ knowledge
Model of competenceModel of competence
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S67.
Does
Pro
fess
ion
al
au
then
ticit
y
Validity of testing formatsValidity of testing formats
Knows
Knows how
Professional practice assessment
Shows how
Does
Knowledge assessment: MCQs
Problem-solving assessment: EMQs, SEQs
Performance assessment: OSCEs, long/short cases, OSLERs, etc
OSCE : blueprintOSCE : blueprint
HistoryInterpersonal communication
ExamProcedure
CVSChest painDisch drugsCardiacBP
RSHaemoptysis
SmokingRespPeak flow
GISAbdo painGastroscopyAbdoPR
ReproAmenorrhoea
Abnormal smearCx smear
NSHeadacheEyesOphthalmosc
MSBackacheHip
GenericPre-op assess
Consent for post mortem
IV canulationBlood trans
گوش رشته چشم ، )OSCE )پيش نويسblueprintblueprintنمونه اي از اورولوژيو گلو،
تفسير مسائلي كه از روي نوار
سمعي و بصري به كامپيوتر
وصل شده
نسخه و
دستورات
تشخيص
عكسهاو
منحني ها
بررسي پرون
ده
آموزش بيما
ر
تفسير كليشه راديولو
ي ،گزارشات
آزماشگاهي
كار عمل
ي
معاينه
تاريخچه
موارد آزمون
موضوعات
چشم : **استرابيسم
**
گوش و حلق
ترشحات از گوش
ناشنوائي*
****
دستگاه تناسلي ادراري: دستگاه
تناسلي غير طبيعي
ترشحات ***واژن
نكته در طراحي ايستگاه هاي 7OSCE
- نوشتن و نصب دستورات واضح براي داوطلبان بر روي 1در ورودي هر ايستگاه )آنچه را كه دستيار بايد انجام دهد(
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