The 107th Seminar
| “Assessing Clinical Skills of Graduating Medical Students: Evaluating the Assessment Structure and Reliability of the University of Tokyo Post-Clinical Clerkship Examination” |
| SPEAKER: Yoon Soo Park, PhD Associate Professor, Department of Medical Education, College of Medicine, University of Illinois at Chicago, USA/ Project Associate Professor, IRCME, the University of Tokyo (from Sep. 2017 to Feb. 2018) |
| DATE: 9.2.2018 |
| SUMMARY: Post-Clinical Clerkship (Post-CC) examinations are used worldwide to assess the clinical skills of graduating medical students, as they prepare toward completion of their undergraduate medical education training and also to examine their preparedness toward transition to postgraduate residency training. In North America, Post-CC examinations are used to assess graduation readiness and also to provide feedback for students who are preparing for the medical licensing examination. This lecture presents findings from the recent Post-CC examination administered at the University of Tokyo in December 2017. Results include findings on rater agreement, reliability, and other psychometric analyses. These findings are compared with published international benchmarks. Suggestions for future considerations in test development are provided, including issues in standard setting and implications for validity. |
| DOCUMENTS:Poster |
The 106th Seminar
| “Curricular Trends in U.S. Undergraduate Medical Education: Examples from Pre-Clinical Teaching of Physical Examination and Preparatory Curriculum for Transition to Residency” |
| SPEAKER: Yoon Soo Park, PhD Associate Professor, Department of Medical Education, College of Medicine, University of Illinois at Chicago, USA/ Project Associate Professor, IRCME, the University of Tokyo (from Sep. 2017 to Feb. 2018) |
| DATE: 16.1.2018 |
| SUMMARY: Undergraduate medical education in the United States is changing due to calls for improving the preparedness of students entering residency and increasing public accountability of physician competence. In particular, concerns about the adequacy of physical examination education and the educational value of the final year of medical school (graduation year) has been discussed for several decades. This lecture focuses on the changing landscape of medical education curriculum, focusing on two examples: (1) physical examination education during the pre-clinical phase and (2) graduation-year curriculum on transition to residency. In this lecture, instructional approaches, assessments, and resources used to teach the physical examination to pre-clerkship medical students are discussed using findings from on a national survey administered to U.S. Medical Schools. In addition, trends in senior year curriculum are examined based on a systematic literature review, in light of recent paradigm shift toward competency-based medical education. |
| DOCUMENTS: POSTER、PDF、YouTube |
The 105th Seminar
| “Translational Science and Validity in Medical Education: Insights from Workplace-Based Assessments and Assessment Systems” |
| SPEAKER: Yoon Soo Park, PhD Associate Professor, Department of Medical Education, College of Medicine, University of Illinois at Chicago, USA/ Project Associate Professor, IRCME, the University of Tokyo (from Sep. 2017 to Feb. 2018) |
| DATE: 21.12.2017 |
| SUMMARY: Workplace-based assessments are critical to the development and certification of competent physicians. They provide a measure of direct or prolonged observation of what a trainee “does” in the clinical workplace, thereby allowing feedback at the most complex levels of proficiency. Examples of workplace-based assessments include rotation evaluations (also known as in-training evaluations reports [ITER]), multisource feedback, and the Mini-CEX. This lecture presents best-practice guidelines for developing, administering, and analyzing workplace-based assessments using empirical evidence collected from rotation evaluations. In addition, workplace-based assessments are discussed in the larger context of (1) assessment systems, which use scores from multiple assessments to make decisions of trainees, and (2) translational science, which links assessment scores with patient and hospital outcomes. |
| DOCUMENTS:POSTER、PDF、 YouTube |
The 104th Seminar
| “Assessing Learners Using Mastery Learning: Issues in Validity, Standard Setting, and Applications” |
| SPEAKER: Yoon Soo Park, PhD Associate Professor, Department of Medical Education, College of Medicine, University of Illinois at Chicago, USA/ Project Associate Professor, IRCME, the University of Tokyo (from Sep. 2017 to Feb. 2018) |
| DATE: 2.11.2017 |
| SUMMARY: Mastery learning and mastery testing have become increasingly popular as methods to implement competency-based medical education in both medical schools and residency programs. Mastery learning refers to an instructional approach where progress to the next educational experience is determined through demonstrated performance, rather than fixed curricular time. This requires learners to practice and retest repeatedly until they reach a predetermined mastery level. In mastery learning, the final level of achievement is the same for all; however, some learners may require more time and more test attempts than others. This lecture focuses on validity and standard setting issues in mastery learning. Applications and synthesis of recent studies are presented, including a discussion of mastery learning in the context of milestones and entrustable professional activities (EPAs). |
| DOCUMENTS:Poster、PDF、YouTube |
The 103rd Seminar
| “Re-imaging Medical School: The Innovative Medical School Curriculum at Penn State College of Medicine – University Park Regional Campus” |
| SPEAKER: Jeffrey G. Wong, MD, FACP Professor of Medicine, Associate Dean for Medical Education The University Park Regional Campus, Penn State College of Medicine, USA/ Former Visiting Professor, IRCME, The University of Tokyo (Oct. 2012 – Mar. 2013) |
| 27.10.2017 |
| SUMMARY: Prior to receiving the MD degree, education for students in medical school has generally followed a traditional format. First, there is an initial period of instruction conducted within a classroom or a lecture hall or a laboratory where the subject matter of medical science is taught. Courses are created based on scientific disciplines or, in more integrated curricula, based on organ systems or systemic bodily processes and taught in a scheduled sequence determined by the teacher or the school. After this period, students are then immersed in clinical settings with patients and physicians/nurses/health professionals and try to apply that which they learned in the classroom into this new, real-life context. The premise of the new innovative Penn State Curriculum is that learning could be better achieved if it is done in a real-life context from the beginning. As such, our new curriculum places students very early in their education (even before they “know” anything medical) into authentic patient care experiences, not a junior doctors, but more in a health systems navigator role wherein they are involved with real patient with real conditions that generated for them real questions. Those questions are then brought back to a small group of peers and discussed with a physician educator and, in this fashion, the subject matter of medical science is learned. |
| DOCUMENTS:Poster、PDF , VIDEO |
The 102nd Seminar
Available only in Japanese.
The 101st Seminar
| “Validity Studies on the Assessment of Clinical Reasoning Skills Using Patient Notes” |
| SPEAKER: Yoon Soo Park, PhD Associate Professor, Department of Medical Education, College of Medicine, University of Illinois at Chicago, USA/ Project Associate Professor, IRCME, the University of Tokyo (from Sep. 2017 to Feb. 2018) |
| DATE: 21.9.2017 |
| SUMMARY: In 2012, the United States Medical Licensing Examination introduced a new patient note format as part of the Step 2 Clinical Skills examination, requiring examinees to provide justification for their differential diagnosis. Examinees document up to three focused diagnoses, in order of likelihood, and list the positive and negative findings from the history and physical examination that support these diagnoses. Changes to the patient note format has prompted medical schools to revise the assessment and instruction of clinical skills. This lecture presents a synthesis of five patient note validity studies across five years. The following topics will be discussed: patient note scoring rubric, data gathering skills between the standardized patient encounter and patient note, justification of diagnoses, case specificity in clinical reasoning, psychometrics of patient note scores, and multisite trends across seven medical schools in the United States. |
| DOCUMENTS:Poster、PDF, VIEDO |
The 100th Seminar
Available only in Japanese.
The 99th Seminar
Available only in Japanese.