Assessment in Health Professions Education
Education in the health professions involves extensive assessment of students or trainees. This online 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 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.
Who should attend
Assessment in Health 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.
- 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.
Frequently asked questions
COLLEGE OF INTENSIVE CARE MEDICINE (CICM)
‘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.|
Associate Professor Catherine Green, AO
Deputy Director, Monash Institute for Health and Clinical Education
Catherine is an ophthalmic surgeon and educator and the Deputy Director of the Monash Institute of Health and Clinical Education (MIHCE). Throughout her career, in addition to her work as a clinician, she has pursued interests in education, leadership and governance. Prior to joining MIHCE, she served as the Chair of two Boards of Examiners, a Board Director and the Dean of Education for the Royal Australian and New Zealand College of Ophthalmologists (RANZCO). She is also the Head of the Glaucoma Unit at the Royal Victorian Eye and Ear Hospital.
Catherine has contributed to education collaborations focussing on sustainable development through high quality education program development in Cambodia, the Pacific and Papua New Guinea. Since 2010, she has been the Convenor of the Leadership Development Programs of both RANZCO and the Asia Pacific Academy of Ophthalmology (APAO), and was integral to their establishment. Catherine holds international positions on the Council of the Asia Pacific Academy of Ophthalmology and the Board of the International Council of Ophthalmology.
In 2017, she was appointed an Officer of the Order of Australia for distinguished service to ophthalmology as a clinician, through executive roles with national and international professional groups, to research and education, and to eye health care programs in the Asia-Pacific.
Catherine is the course co-ordinator for the Graduate Certificate of Health Professions Education and the course director for the short courses, Assessment in Health Professions Education and Technology for Education in Clinical Healthcare (EdTech).
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.
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.