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

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Title: The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience
Authors: Colbert, Colleen Y. (ORCID 0000-0002-2608-7218), Bierer, S. Beth (ORCID 0000-0002-7952-8822)
Source: Education Sciences. 2022 12.
Availability: 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
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: 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
Geographic Terms: Ohio (Cleveland)
ISSN: 2227-7102
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1353865
Database: ERIC
FullText Text:
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  Data: The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience
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  Data: <searchLink fieldCode="AR" term="%22Colbert%2C+Colleen+Y%2E%22">Colbert, Colleen Y.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2608-7218">0000-0002-2608-7218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bierer%2C+S%2E+Beth%22">Bierer, S. Beth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7952-8822">0000-0002-7952-8822</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2022 12.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Schools%22">Medical Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ohio+%28Cleveland%29%22">Ohio (Cleveland)</searchLink>
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  Data: 2227-7102
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2022
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  Data: EJ1353865
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Medical Schools
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Professional Development
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      – SubjectFull: Competence
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Portfolios (Background Materials)
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Competency Based Education
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      – SubjectFull: Student Development
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      – SubjectFull: Ohio (Cleveland)
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      – TitleFull: The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience
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              Y: 2022
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