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

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...

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Bibliographic Details
Published inEducation sciences Vol. 12; no. 3; p. 220
Main Authors Colbert, Colleen Y., Bierer, S. Beth
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.03.2022
Subjects
Advisors
assessment system
Committees
competency-based assessment
Curricula
Curriculum Design
Educational Environment
Educational Innovation
Essays
faculty development
Feedback
Independent study
Instructional Leadership
Learning
Medical education
Medical schools
Portfolios
Professional development
programmatic assessment
Reflective practice
Retreats
Students
Task forces
undergraduate medical education
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Summary: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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12030220