AMEE 2024 - Basel, Switzerland, 24 - 28 August 2024
The theme of AMEE 2024 is ‘Develop your educational career: connect, grow and inspire with AMEE 2024’.
(see Tracks and Themes)
https://amee.org/amee-2024/amee-2024-programme/
Going to the next level of Micro-learning from Micro-Teaching: Micro-Assessment in Health Professions Education
AMEE 2024 in-conference workshop
Session Details: 6O: Conference Workshop - Going to the next level of Micro-learning from Micro-Teaching: Micro-Assessment in Health Professions Education, 27th August 2024, 09:00 - 10:30, Room: Kairo 1
Poh-Sun Goh1, Elisabeth Schlegel2, Alice Fornari3
1National University of Singapore, Singapore, Singapore. 2Western Atlantic University School of Medicine, Freeport, Bahamas. 3Donald and Barbara Zucker SOM at Hofstra/Northwell, Long Island, USA
Background
This workshop will introduce and provide participants with hands-on experience with "Micro-Assessments" as an accessible, step-wise, sustainable, ongoing, cumulative practice, and extension of step-wise, sustainable, ongoing, cumulative micro-learning. Modern technology tools and platforms, such as blogs, facilitate open access to ongoing digital learning and practice. This is achieved through accessible digital content, open documents, and websites. Individuals can showcase and enhance their expertise through "open digital activities and practice," learning and practicing publicly. Just as we learn in small steps, assessment can also be an ongoing stepwise process.
This workshop aims to shed light on how micro-assessment can be applied to each step in the learning journey. Based on sound instructional design, doable assessment strategies, both ‘for’, and ‘as’ learning, can and should be an organic extension of day to day educational and training activities. Open digital practice and demonstration of progressive expertise through micro-assessments facilitates feedback, reflection and iterative improvement in performance. In addition, the workshop goes beyond the basic understanding of micro-assessment and delves into the theories and practices that form the foundation of measurement, assessment, and evaluation in the health professions. We will examine various aspects, including test development, written assignments, clinical/performance evaluation, classroom assessments and reflective portfolios and rubrics. Strategies for incorporating micro-assessment into digital learning environments will be discussed, enabling the participants to make each step of the learning process visible and assessable.
Who Should Participate
Health Professions Educators (HPE) interested in micro-learning with micro-content to support micro-teaching and micro-assessment applied to their learning environments. HPE with an interest in open digital practice that aligns with step-wise (micro-)assessment.
Structure of Workshop
This will be a highly interactive session over 90 minutes, with micro-presentations by faculty facilitators on their experiences with micro-assessments (15 minutes), together with interactive exercises with participants on open digital micro-learning and micro-practise with digital content showing how this can be used for micro-assessments (30 to 45 minutes), together with iterative discussions (30 - 45 minutes).
Intended Outcomes
Participants at end of workshop will be able to explain how micro-assessment can support micro-learning, and apply open digital tools and platforms to support their practice.
Track
Assessment and supporting learners: Assessment
Phase of Education
Undergraduate & graduate
Level of Workshop
Introductory
https://medicaleducationelearning.blogspot.com/2023/09/micro-assessment-and-micro-learning.html
#Micro-Assessment and #Micro-Learning
"Micro-Assessment as tangible, visible, accessible and assessable (micro-)outputs of Micro-Learning, as visible artefacts of Micro-Practice and Open Digital Practice, along a continuum of sustainable, accessible, step-wise, cumulative activity and systematic effort comprising Micro-Learning, Micro-Practice, Micro-Assessment and Micro-Scholarship. Taking note, making notes and sharing notes, within a Community of Practice." Poh-Sun Goh, 20 September 2023, 0830am, Singapore Time
"Making notes (to elaborate, expand upon, explain and give examples of the application of single, modular ideas and concepts), and demonstrating skills; both as open digital practice, micro-demonstrations and micro-assessments." Poh-Sun Goh, 24 September 2023, 1109am, Singapore Time
https://microscholarship.blogspot.com/2023/09/micro-assessment-and-micro-learning.html
Micro-learning, Micro-practice, Micro-assessment and Miller's pyramid
https://books.macpfd.ca/etmp-vol4/chapter/chapter-6-millers-pyramid/
Micro-learning, Micro-practice, Micro-assessment and Bloom's Taxonomy
https://www.ru.nl/en/staff/lecturers/assessment-and-appraisal/basic-assessment-design
In essence, using open digital practice, making visible, accessible and assessable the small (micro-) steps taking in learning (micro-learning), practice (micro-practice) to allow assessment (micro-assessment) at the various levels of Miller's Pyramid and categories of Bloom's Taxonomy.
We then have opportunities to move from (Micro-)Teaching, to engage in (Micro-)Learning, by students committing to open digital (Micro-)Practice, and the use of (Micro-)Assessments both for, and as Learning.
https://copilot.microsoft.com/
You
Sent by you:
Examples of micro-assessments in health professions education using categories from Miller's Pyramid and Blooms Taxonomy
Copilot
Sent by Copilot: (response 10 Aug 2024)
Micro-assessments in health professions education can be designed using the categories from Miller’s Pyramid and Bloom’s Taxonomy to evaluate different levels of learners’ competencies. Here are some examples:
Miller’s Pyramid:
Knows: Assessing knowledge through written exams or multiple-choice questions (MCQs).
Knows How: Evaluating the application of knowledge, such as through essays or clinical problem-solving exercises.
Shows How: Observing learners in simulated environments, like Objective Structured Clinical Examinations (OSCEs), where they demonstrate clinical skills.
Does: Directly assessing performance in real clinical settings, ensuring learners can apply their skills and knowledge effectively12.
Bloom’s Taxonomy:
Remembering: Testing recall of facts and basic concepts, such as with flashcards or quizzes.
Understanding: Asking learners to explain ideas or concepts, which can be assessed through discussion forums or reflective essays.
Applying: Having learners use information in new situations, such as case studies or role plays.
Analyzing: Engaging learners in breaking down information into parts and examining relationships, which can be done through case analysis or critique of journal articles.
Evaluating: Involving learners in making judgments based on criteria, such as through peer reviews or evidence-based practice projects.
Creating: Encouraging learners to produce new or original work, like research proposals or innovative care plans.
Combining these frameworks helps ensure a comprehensive assessment of learners’ abilities, from theoretical knowledge to practical skills. For more detailed examples and how to implement these assessments, you can refer to resources like the "Miller’s Pyramid of Clinical Competence – The iDea Book"3 or scholarly articles that discuss the application of Miller’s Pyramid in nursing education2.
Learn more
2 https://www.npjournal.org/article/S1555-4155(24)00028-X/abstract
3 https://openpress.usask.ca/ideabook/chapter/millers-pyramid-of-clinical-competence/
4 https://www.ijme.net/archive/10/revisiting-miller-s-pyramid/
5 https://www.npjournal.org/article/S1555-4155(24)00028-X/abstract
You
Sent by you:
Examples of micro-assessments using Miller's Pyramid and Blooms Taxonomy in Health Professions education
Copilot
Sent by Copilot: (response on 10 August 2024)
Micro-assessments in health professions education, structured around Miller’s Pyramid and Bloom’s Taxonomy, offer a nuanced approach to evaluating the various competencies of learners. Here are some examples:
Miller’s Pyramid:
Knows: A quiz to test factual recall of medical terminology.
Knows How: A written assignment to apply pharmacological principles in patient care scenarios.
Shows How: A clinical skills lab where students demonstrate suturing techniques.
Does: A preceptorship where students are evaluated on their interaction with patients in a clinical setting1.
Bloom’s Taxonomy:
Remembering: Flashcards to memorize the steps of a medical procedure.
Understanding: Group discussions to explain the pathophysiology of a disease.
Applying: Role-playing to practice patient counseling on lifestyle changes.
Analyzing: A case study analysis to diagnose a complex medical condition.
Evaluating: Peer review of treatment plans to assess clinical decision-making.
Creating: Developing a public health campaign as a capstone project.
These micro-assessments are designed to target specific levels of learning and performance, ensuring that students not only acquire knowledge but also develop the ability to apply, analyze, and create within the context of their professional education23. For more detailed examples and guidelines on implementing these assessments, educators can refer to resources such as the “Frameworks for learner assessment in medicine: AMEE Guide No. 78” and other scholarly articles that discuss the application of these frameworks in detail2.
Learn more:
https://books.macpfd.ca/etmp-vol4/chapter/chapter-6-millers-pyramid/
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05264-x
