ERIC Number: EJ1353865
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
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EISSN: EISSN-2227-7102
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The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience
Education Sciences, v12 Article 220 2022
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.
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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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Authoring Institution: N/A
Identifiers - Location: Ohio (Cleveland)
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