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Designing Rubrics in Health Professions Education

Rubrics for assessing learning in health professions education are often unique in that they need to align with levels of attainment of clinical skills that are developed over multi-year programs. Competency assessments and the rubrics that accompany them need to measure growth and allow for a record of reflection and feedback from multiple evaluators over the learner’s progressive journey to becoming a professional. During this interactive workshop, participants will explore the conceptual underpinnings of rubrics and learn to develop a rubric for assessing achievement of benchmarks in the development of clinical competencies.

After this workshop participants will be able to:

  • describe assessment scenarios in which a rubric is an appropriate measurement tool 
  • explain the relationship between rubrics as measurement tools for assessment and grades or marks (e.g., pass/fail) as a way to report student learning outcomes
  • design a course or program-level rubric

Presentation Files

We strive to host inclusive, accessible events that enable all individuals, including individuals with disabilities, to engage fully. To request an accommodation for the above materials or for inquiries about accessibility, contact drakeinstitute@osu.edu.

References
  1. Accreditation Council for Graduate Medical Education (ACGME) Assessment Guidebook
  2. American Association of Colleges of Nursing
  3. American Association of Colleges of Pharmacy
  4. American Association of Veterinary Medical Colleges (AAVMC) Competency Based Veterinary Education
  5. Benner P, Hughes RG, Sutphen M. Clinical Reasoning, Decisionmaking, and Action: Thinking Critically and Clinically. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 6. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2643/
  6. Boateng, B. A., Bass, L. D., Blaszak, R. T., & Farrar, H. C. (2009). The development of a competency-based assessment rubric to measure resident milestones. Journal of Graduate Medical Education, 1(1), 45–48. https://doi.org/10.4300/01.01.0008
  7. Bok HGJ, DeJong LH, O’Neill T, Maxey C, Hecker KG. Validity evidence for programmatic assessment in competency-based education. Perspect Med Educ 7(6): 362-372. https://doi.org/10.1007/s40037-018-0481-2. 2018
  8. Bok HG, Jaarsma DA, Teunissen PW, van der Vleuten CP, van Beukelen P. Development and validation of a competency framework for veterinarians. J Vet Med Educ. 2011;38(3):262-269. https://doi.org/10.3138/jvme.38.3.262
  9. Cake M, Bell M, Cobb K, Feakes A, Hamood W, Hughes K. King E, Mansfield C, McArthur M, Matthew S, Mossop L, Rhind S, Schull D, Zaki S. Employability as a Guiding Outcome in Veterinary Education: Findings of the VetSet2Go Project. Front Vet Sci 10.3389/fvets.2021.687967. 2021.
  10. Chaney K, Hodgson J, Banse H, Danielson J, Gates C, Ikiw J, Matthew S, Read EK, Salisbury K, Taylor R, Frost J.  Words Matter: The importance of adhering to terminology when implementing competency-based veterinary education(CBVE). JVME -2023-0022.
  11. Daniel M, Rencic J, Durning SJ, et al. Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance. Acad Med. 2019;94(6):902-912. https://doi.org/10.1097/ACM.0000000000002618
  12. Danielson J. Key assumptions underlying a competency-based approach to medical sciences education and their applicability to veterinary medical education. Front Vet Sci https://doi.org/10.3389/fvets.2021.688457 2021.
  13. D’Aoust, R. F., Brown, K. M., McIltrot, K., Adamji, J.-M. D., Johnson, H., Seibert, D. C., & Ling, C. G. (2022). A competency roadmap for advanced practice nursing education using PRIME-NP. Nursing Outlook, 70(2), 337–346. https://doi.org/10.1016/j.outlook.2021.10.009
  14. Davis MH, Ponnamperuma GG, McAleer S, Dale VH. The Objective Structured Clinical Examination (OSCE) as a determinant of veterinary clinical skills.. J Vet Med Educ. 2006;33(4):578-587. doi:10.3138/jvme.33.4.578
  15. Del Prato, D. M., & Bankert, E. G. (2021). Academic grade inflation in nursing education: A scoping review of the qualitative and quantitative literature. Nursing Education Perspectives, 42(1), 11. https://doi.org/10.1097/01.NEP.0000000000000723
  16. Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Acad Med. 2013;88(8):1088-1094. https://doi.org/10.1097/ACM.0b013e31829a3b2b
  17. Hurtubise, L., & Roman, B. (2014). Competency-based curricular design to encourage significant learning. Current Problems in Pediatric and Adolescent Health Care, 44(6), 164–169. https://doi.org/10.1016/j.cppeds.2014.01.005
  18. Kelley, KA. What Matters in Assessment in Pharmacy education: what matters in learning and teaching https://ebookcentral-proquest-com.proxy.lib.ohio-state.edu/lib/ohiostate-ebooks/reader.action?docID=3319253&ppg=105
  19. Kennedy, E. N., Champion, K., & Niessen, L. C. (2023). Rubric development and peer review for predoctoral dental education. Journal of Dental Education, 87(6), 791–796. https://doi.org/10.1002/jdd.13195
  20. Koster, A., Schalekamp, T., & Meijerman, I. (2017). Implementation of Competency-Based Pharmacy Education (CBPE). Pharmacy, 5(4), 10. https://doi.org/10.3390/pharmacy5010010
  21. Lessing JN, Rendón P, Durning SJ, Roesch JJ. Approaches to Clinical Reasoning Assessment. Acad Med. 2020;95(8):1285. doi:10.1097/ACM.0000000000003154
  22. National Board of Medical Examiners (NBME) Item Writing Guide Constructing Written Test Questions for the Health Sciences
  23. Peña A. (2010). The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective. Medical education online, 15, 10.3402/meo.v15i0.4846. https://doi.org/10.3402/meo.v15i0.4846 
  24. Read EK, Maxey C and KG Hecker. Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model. Front. Vet. Sci. 9:1019305. https://doi.org/10.3389/fvets.2022.1019305.  2022.
  25. Sheu L, O’Sullivan PS, Aagaard EM, et al. How Residents Develop Trust in Interns: A Multi-Institutional Mixed-Methods Study. Acad Med. 2016;91(10):1406-1415. https://doi.org/10.1097/ACM.0000000000001164
  26. Wolf, A. (2022). Adapting nursing programs to competency-based education. Nursing2023, 52(2), 12. https://doi.org/10.1097/01.NURSE.0000806200.13094.90

 

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