Clinically‐Oriented Verbal Laboratory Assessments in the Gross Anatomy Pre‐Clerkship Medical Curriculum that are Designed to Assess Multiple Competencies

Abstract

One of the fundamental principles of a competency‐based medical education curriculum is the integration of the assessment with the curriculum. Assessment needs to be designed to drive learning and similarly learning should drive assessment. Canadian medical schools follow the framework outlined by the Royal College of Physicians and Surgeons of Canada that a competent physician embodies the competencies of all seven CanMeds Roles: Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional. All assessments within an integrated competency‐based medical education curriculum should assess more than medical expert. As such, at the Schulich School of Medicine and Dentistry at Western University, we re‐structured traditional bell‐ringer exams into verbal assessments with both individual and group components. Our goal in offering verbal assessments in a group setting was threefold: 1) students would be assessed in three CanMeds Roles: medical expert, collaborator, and communicator; 2) students would be able to receive immediate formative feedback on their knowledge level which in turn would promote mastery of the material; and 3) the verbal assessment would allow us to better assess the application of anatomical knowledge within a clinical context. This talk focusses on the effectiveness and limitations of this new model of assessment. In addition, the process and resources required for the in‐laboratory verbal assessments will be outlined and future directions will be explored.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.