Assessing learning in the adaptive curriculum

Abstract

Background: Medical education is a dynamic process that will continuously evolve to respond to changes in the foundations of medicine, the clinical practice of medicine and in health systems science.

Purpose: In this paper, we review how assessing learning in such a dynamic environment requires comprehensive flexible and adaptable methodological approaches designed to assess knowledge attainment and transfer, clinical skills/competency development, and ethical/professional behavior. Adaptive assessments should measure the learner’s ability to observe where changes in health care delivery are needed and how to implement them. Balancing formative and summative assessments will promote reflective learning so that each student will reach her/his highest potential. From the programmatic perspective, measuring the design and delivery of instruction in relation to students? efforts to achieve competency will improve learning and foster continuous professional development of faculty and advance the science of learning.

Approach: We describe how two medical schools are approaching adaptive assessment, including using portfolio systems that encompass teaching and learning experiences while offering real-time longitudinal tracking of digital data toward improving learning and provide curricula continuous improvement cycles. Using latest technologies, portfolios produce actionable data displays with precise guidance for learning and program development.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Patricia A. Carney

Patricia A. Carney, PhD is Professor of Family Medicine at Oregon Health & Science University and has doctoral training in Public Health and Community Medicine and Educational Psychology. She has studied medical education for over 20 years spanning the educational continuum from undergraduate through continuing professional development. She has led or contributed to over 260 publications in these areas.

George C. Mejicano

George C. Mejicano, MD, MS is Professor of Internal Medicine and an infectious disease specialist. He is also Senior Associate Dean for Education at Oregon Health & Science University. Dr. Mejicano has received numerous awards for leadership and teaching and has served in many national leadership positions, including the Board of Directors of the Accreditation Council for Continuing Medical Education. Drs. Mejicano and Bumsted successfully led the curricular changes at our institution.

Tracy Bumsted

Tracy Bumsted, MD, MPH is Professor of Pediatrics and a pediatric hospitalist who has been practicing for over 15 years. She is also Associate Dean for Undergraduate Medical Education at Oregon Health & Science University and has served in many educational leadership positions across the institution.

Mark Quirk

Mark Quirk, EdD is Senior Associate Dean for Medical Education, American University of the Caribbean, School of Medicine, Saint Maarten where he provides vision and oversight for all forms of curriculum and faculty development, including determining appropriate support, resources and programing. Dr. Quirk has published widely on doctor-patient communication and teaching and learning in medicine.