Medical Student Handbook

Student Assessment Guide

Table of Contents Handbook Homepage POLICIES & GUIDELINES - Privacy & Access to Academic Records - Disabilities Technical Standards Policy - Assistance for Individual w/Disabilities - ADA Ombudsperson - Mistreatment of Medical Students - Sexual Harassment - Assessment Data - Religious Observance - The U.S. Medical Licensing Examination - Alcohol Use On School of Medicine Property - Impairment Due to Substance Abuse - Self Disclosure in the Course of Learning - Confidentiality - Teaching Exercises with Student Subjects - Video Equipment Use - Regulatory, Health and Other Requirements --- Infection Control --- In-Service Education Competency Exam --- Certification in Use of Clinical Information System --- Medical Student CPR Certification --- University Health Requirements MD Student Responsibility, Conduct, & Academic Policies ACADEMIC ISSUES - Verification of Eligibility for Matriculation - Verification of Academic Credentials - Completion of Required Experiences - Remedial Work - Completion of Academic Deficiencies - Grading Policy up to Class of 2002 - Double Helix Grading Policy - Student Assessment Guide --- Comprehensive Assessments - MD with Distinction - AOA and Dean's Letter Rankings - In-Depth Experience - Plagiarism - Absences from Classes & Academic Responsibilities - Policy on Time Away From Clerkships - Class Attendance - Leaves of Absence - Year-Out Fellowships - Drop/Add Deadline Policy SUPPORT SERVICES - Academic Support Services - University Health Service - Counseling and Mental Health Services - Chaplain's Office - Division of Medical Informatics - Women in Science, Dentistry & Medicine (WISDM) - Assistance for Pregnant Medical Students - Miner Library ADVISING & STUDENT ENRICHMENT PROGRAMS - Advisory Dean Program - Student Enrichment Programs - Student-Sponsored Symposium CONSUMER & LEGAL ASSISTANCE - Integrity Hotline - University Housing - Executing Legal Documents - Consumer and Legal Assistance OFFICES FOR MEDICAL EDUCATION - Medical Education - Student Services Center - Advisory Deans - Student Affairs Office - Registrar's Office - Financial Aid Office - Bursar's Office - Office for Ethnic & Multicultural Affairs - Admissions Office - Medical Alumni Affairs - Student Enrichment Programs - Graduate Studies - Offices for Educational Research - Curricular Affairs Office - Facilities for Students - Student Computing DOUBLE HELIX CURRICULUM MEDICAL EDUCATION OBJECTIVES

Introduction

Student assessment in the Double Helix Curriculum serves four primary purposes:

1. summative--establishes student competency, 2) formative--provides feedback to students, and 3) measures curricular outcomes, and 4) keeps the curriculum on track. Student competency is assessed using multiple methods to indicate the extent to which students have achieved the curricular learning objectives across the curricular domains of knowledge, skills and attitudes. Assessment provides ongoing feedback to that helps guide or improve student's future performance. Student assessment also provides an outcome measure for the curriculum since test development is based on the learning objectives used to design the curriculum.

   A range of assessment methods are used to measure cognitive learning as well core clinical skills. The choice of method reflects the Double Helix Curriculum pedagogical emphasis on the practice of evidence based medicine by primarily testing application of knowledge. Application of knowledge focuses assessment on the basic mechanisms of health, disease and treatment by requiring students to reach a conclusion, make prediction, or select a course of action or in the case of testing clinical skills, the actual demonstration of use of knowledge and performance of basic practices.

   All examinations are being developed with a goal in mind of testing different levels of competency, borrowing from George Miller's taxonomy of testing methods.2 (See Appendix A for a more complete description of the various assessment methods.)

   Knows

   The student can retrieve factual knowledge, concepts, theories and details. Generally tested using essay or multiple choice questions.

   Knows How

   The student can demonstrate the ability to select and use information to solve theoretical, clinical or experimental problems. Generally tested using application test, modified essay and patient management exercises.

   Shows How

   The student can demonstrate how to use knowledge and/or skills in a controlled setting.

   Non-patient exercises use computer-based algorithm exercises, in-basket exercises, or practical laboratory examinations.

   Patient-based exercises use long-station and short-station standardized patient (SP) exercises (Objective Structured Clinical Examinations {OSCE's}), and triple-jump exercises.

   Does

   The student actually uses the information and skills in everyday practice. These can be accomplished using critical incident reports, direct observation of a clinical encounter, medical record review, peer assessment, oral examinations, global preceptor rating scales, and patient ratings.

Course and Clerkship Assessments

The goal of course and clerkship examinations is to insure that students acquire the basic concepts and understanding of basic mechanisms and pathophysiology of the disciplines represented in the basic science strand, and the knowledge, skills, and attitudes being addressed in the clinical strand and the curricular themes. In keeping with the Double Helix commitment to integration, the exams will consist of integrated questions covering the multiple basic science disciplines, the curricular themes, and clinical course or clerkship learning objectives for each block. In addition to examination results, tutor and lab instructors provide regular assessments of students by providing comments on attendance, preparation, participation, critical thinking skills, knowledge application to problem solving, and professionalism. Together these assessments are used to determine competency and to provide feedback to students.

Course and clerkship assessments and standards of performance are developed by the course design teams. The Curriculum Steering Committee reviews all course and clerkship assessment instruments.