Assessment in Health Professions Education

Education in the health professions involves extensive assessment of students or trainees. This three-day course is designed to help you develop or extend your knowledge about assessment and to provide you with frameworks to refine the implementation of assessment in your professional context.

In this course you will learn a systems approach to assessment in which your individual assessment practices will be located within the broader framework encompassing your learners, your course(s), your institution, your accrediting body, and the community in which you and your trainees practice (e.g., patients and their families, multi-disciplinary teams within which you work). You will explore the intimate relationship between assessment and learning, and the essentials of effective and quality assessment. You will learn the skills to develop assessment programs that align with the desired objectives and outcomes of your program.

The teaching approach during each of the three study days will oscillate between interactive didactic sessions on assessment in the health professions from a broad ‘balcony’ perspective, to practical exercises aimed to contextualise or ‘ground’ the broader content to your individual assessment practices. The study days are directed towards a cumulative approach to understanding contemporary approaches to assessment in the health professions, and your development of a program of assessment that is relevant to your learners and in a way that is appropriate for your discipline or course. The course culminates in group presentations of your developed program of assessment. Attendance across all three days of the course is therefore required.

Completion of this course may be used toward CEED requirements as a recognition of your current engagement in other professional learning activities. The express module “Capture Your Learning and Teaching Engagement” is designed for you to record your professional development activities undertaken outside of CEED (such as workshops, conferences and seminars) which can also extend to papers written in the field of learning and teaching. The module requires a brief summary of the learning and teaching related development activities you participated in and how they support your engagement with the Better Teaching, Better Learning Agenda. The module ensures that the meaningful work you have already engaged in is recognised as part of your professional development. Staff can only complete one Express module per year. For further information click here.

Who should attend

Assessment in Heath Professions Education is designed for academic and clinical educators in the health professions who are involved in assessment of students and trainees at undergraduate and postgraduate levels, encompassing speciality training across a range of health professions. Our course is relevant to all educators interested in the theory and practice of contemporary assessment processes within health professions.

Learning objectives

  • Describe the role of assessment in influencing student learning behaviour and learning process.
  • Identify and apply the principles of educational assessment in professional healthcare teaching.
  • Critique the range of assessment tools that can be used in the effective delivery of health professional education and select appropriately to assess a range of skills, knowledge and attitudinal characteristics in different contexts.
  • Describe and distinguish between the uses of formative and summative assessment procedures and the importance of feedback to both aspects

Accelerate your qualification

Eligible participants who complete the assessed version of this short course can receive 6 credit points towards the M4009 Graduate Certificate in Health Professions Education.

Learn more at our Award Courses page.

Assessment Tasks:

- Group presentation (20 minutes) (20%)
- Assessment system mind map and written description (1000 -words for written description) (40%) (Hurdle)
- Assessment tool analysis (3,000 words) (40%) (Hurdle)

Testimonial

"I really enjoyed the assessment course. I came in not knowing much about assessment and left having learnt a lot as well as really being able to see the benefit of programmatic assessment.I also think the mix of didactic sessions with interactive sessions and group work was really good"

- Ms Louise Allen
PHD Candidate, MNHS Education Portfolio


Accreditation:

‘Assessment in Health Professions Education’ course has been accredited by the College of Intensive Care Medicine of Australia and New Zealand (CICM) in the category “General Quality Assurance and Patient Safety Activities – Category 3A, 2 points per hour”. Participants who complete this course will be eligible for 49 CICM CPD points (total of 24.5 hours).

‘Assessment in Health Professions Education course and pre-course online work is accredited by the Australasian College for Emergency Medicine (ACEM) for 29.5 ACEM CPD hours.

This workshop is endorsed by ACN according to our Continuing Professional Development (CPD) Endorsed Course Standards. It has been allocated 29.5 CPD hours according to the Nursing and Midwifery Board of Australia – Continuing Professional Development Standard.

Course Directors

Professor Margaret Hay

Director, Monash Institute for Health and Clinical Education

Marg is the inaugural Director of Professional and Continuing Education (PACE) in the Portfolio of the Deputy Vice-Chancellor (Education), and also the inaugural Director of the Monash Institute for Health and Clinical Education (MIHCE).

Marg is a Member of the Australian Psychological Society, and an AHPRA registered psychologist with specialist endorsement in Health Psychology. Marg was, until mid 2019, the inaugural Academic Director of Student Admissions for the Faculty of Medicine, Nursing and Health Sciences. Her work in admissions extends across implementation, research, and governance roles. She Chaired the UMAT/UCAT Australia/New Zealand Test Management Committee from 2011 to February 2019, and is a former member of the GAMSAT Policy Committee.

Prior to her current appointments Marg was Director, MBBS Admissions; Director, MBBS Assessment Data Analysis; Convenor, MBBS Assessment; and Convenor of Years 1 & 2 of the Monash MBBS. Marg has won a number of teaching prizes, including a Dean's Award for Teaching Innovation for her work in MBBS Assessment.

Marg is Leader of External Programs, course advisor, and member of faculty for the Harvard Macy Institute, Boston USA. She is a member of the course advisory committee for the Harvard Medical School Master's in Medical Education degree, and a member of the Association of Medical Educators Europe (AMEE) Research Committee where she is Network Lead for the Research Paper Presentations. She is an Associate Editor and Co-Statistical Editor for the journal Perspectives on Medical Education. Marg has supervised to timely completion 18 Doctoral, and numerous Masters and honours research projects.

Marg received her Bachelor of Behavioural Sciences (Hons) from La Trobe University, her Graduate Diploma in Epidemiology & Biostatistics from the University of Melbourne, her Graduate Certificate in Health Professions Education from Monash University, and her PhD from La Trobe University.

Associate Professor Claire Palermo

Monash Centre for Scholarship in Health Education

Claire is an Associate Professor and Accredited Practising Dietitian in the Department of Nutrition, Dietetics and Food at Monash University in Melbourne, Australia. Claire’s research is dedicated to the development of a workforce adequately equipped to address the complex nutrition issues facing our populations. This includes research focused on the education of nutrition and dietetics professionals, supporting practitioner’s measure access to nutritious food, communities of practice as a knowledge translation strategy and evaluation of community level responses to improving access to nutritious food. She was awarded an Office for Learning and teaching fellowship in 2014 which worked on in transforming competency-based assessment in nutrition and dietetics. She has obtained over $2.2M in research grant income, $1M as chief/lead investigator and has published over 80 peer reviewed manuscripts. Claire leads the teaching and learning research theme in the department, one of four research priority areas. Claire is a Monash Education Academy Fellow, a Monash Centre for the Scholarship in Health Professions Education Affiliate and received at National government citation award for her contributions to teaching (2016).

Dr Victor Lee

Director Emergency Medicine Training, Austin Hospital

Dr Victor Lee graduated from medical school at the University of Melbourne in 1994. He went on to complete his Fellowship of the Australasian College for Emergency Medicine in 2003 and practices as an Emergency Physician. He completed his Graduate Certificate in Health Professional Education at Monash University, HealthPEER in 2009, which helped to broaden his expertise in medical education. Soon after, he became a member of the Australasian College for Emergency Medicine’s (ACEM) Training and Assessment Review Working Group and then the ACEM Curriculum Review Project’s Chair of Workplace-based Assessment Working Party. Dr Lee gained valuable experience with leading medical education culture change and implementation of a Competency-based Medical Education program for postgraduate Emergency Medicine Training in Australia and New Zealand. He has also gone on to complete his Master of Health Professional Education at Monash University, and published a thesis entitled “Factors impacting on Mini-CEX assessor judgements in Australian and New Zealand Emergency Departments: A mixed methods exploratory study”. Dr Lee is currently Co-Director of Emergency Medicine Training at Austin Hospital, and member of the ACEM Court of Examiners and Examinations Subcommittee.

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Dr Loretta Garvey

Senior Lecturer Nursing, Department of Health Professions, Swinburne University of Technology

Dr Loretta Garvey was involved in the establishment and development of the Bachelor of Nursing program at Swinburne University, where she utilised her expertise to develop an active learning curriculum in undergraduate nurse education. This worked aligns with her research focus on active learning in higher education through the flipped classroom and blended learning, and the use of interactive educational models to enhance active engagement in learning and teaching. Loretta's educational work also includes assessment and indigenous health curriculum development. Loretta's clinical experience is in urology and cardiothoracic nursing. Her honours research focused on the factors that influence Graduate Nurses' decisions to initiate medication. Prior to joining Swinburne University, Loretta coordinated assessment and clinical skills education for the campus-based years of the Monash Medical Doctorate (MD). Her PhD research explored the readiness of year 1 and 2 MD students to engage in problem based learning. Loretta served as the Assessment Coordinator in the School of Nursing and Midwifery at Monash University, where she redesigned the assessment processes for the Bachelor of Nursing and Midwifery. Her teaching at Monash Nursing was in acute medical surgical nursing. Loretta has completed two courses at the Harvard Macy Institute, Boston, USA, on Education and Assessment in health professions education respectively. Loretta brings to this course her expertise in clinical, education, and assessment in both nursing and medical education.

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