Theme 4 | Programmatic assessment
Chair: Amir Sam, Co-chair: Lubberta de Jong | 21st January 2021, 15:00-18:00 (UK time)

Patients at the heart of clinical assessments- past, present, and future

* Elizabeth Metcalf, Sue Ensaff, Kathy Cullen, Gerry Gormley
* Corresponding Author: Elizabeth Metcalf, Cardiff University (United Kingdom), metcalfep@cardiff.ac.uk  

Background
Assessment of student learning lies at the heart of medical education, therefore it is essential we design the very best assessments and feedback to enhance students’ experience, whilst ensuring appropriate standards are maintained.
Patient safety is central to everything we do within undergraduate programmes & regulatory requirements to account for the patient voice in assessments is increasing. As patient populations grow increasingly diverse and complex, doctors and medical students should be equipped with the skills and knowledge to treat patients from minority groups equitably and non-judgmentally and this should be mirrored within our assessments.

When designing clinical assessments, we must engage with all stakeholders- including patients, in addition to faculty, students and regulators with professionalism and enthusiasm to effect change through quality improvement.

Summary of Work
This workshop will consider the past, present and future role of patients within authentic clinical assessments- enabling participants to apply common themes and principles to develop and enhance their own clinical assessments.
Using a series of short case studies, we will illustrate the role of patients within structured clinical assessments (formative and summative). We will explore patient involvement in the following areas of assessment design:
• Simulated patients
- involvement in scenario writing and development
- recruitment ensuring diversity, achieving and facilitating authenticity and validity
- training, calibration and peer review to ensure reliability and consistency of student experience
• Real patients
- tips for recruitment in the face of changing healthcare services, equality, diversity and inclusivity
- appropriate risk assessments
• Patient (simulated and real) contribution to feedback and summative scoring- capturing the patient’s voice to inform future learning
• Regulatory requirements & evidencing patient involvement
• Logistical considerations for managing large assessments involving patients
• Feeding back to patients- what to do if problems arise

Summary of Results
Working in small groups, participants will undertake short tasks to develop the patient voice within their own clinical assessments, producing tangible tools that can be taken back to their own institutions for piloting and implementation.

Discussion & Conclusion
Finally, we will discuss the role of patients within authentic clinical assessments in the future, developing the core principles of authentic, valid and reliable assessments within the workplace.

Take-home Message
Patients have a rich role to play in enhancing and improving the authenticity and quality of assessments in undergraduate medical education. By considering their role at each stage of assessment design and implementation, clinical assessments can be enhanced to provide a rich source of assessment FOR learning, developing students’ skills.

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