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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Published in | Education sciences Vol. 12; no. 3; p. 220 |
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Format | Journal Article |
Language | English |
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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. |
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AbstractList | 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. |
Author | Bierer, S. Beth Colbert, Colleen Y. |
Author_xml | – sequence: 1 givenname: Colleen Y. orcidid: 0000-0002-2608-7218 surname: Colbert fullname: Colbert, Colleen Y. – sequence: 2 givenname: S. Beth orcidid: 0000-0002-7952-8822 surname: Bierer fullname: Bierer, S. Beth |
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Title | The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience |
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