The journeys of three ASPIRE winning medical schools toward excellence in student assessment

Abstract

Introduction: ASPIRE Excellence Awards in Student Assessment are offered to medical schools with innovative and comprehensive assessment programmes adjudged by international experts, using evidence-based criteria.

The journeys of three ASPIRE-winning medical schools toward “assessment excellence” are presented. These schools include Aga Khan University Medical College (AKU-MC), Pakistan, Southern Illinois University School of Medicine (SIUSOM), USA, and University of Leeds School of Medicine, UK.

Methods: The unfolding journeys highlighting achievements, innovations, and essential components of each assessment programme were compared to identify differences and commonalities.

Results: Cultural contextual differences included developed-versus-developing country, east-west, type of regulatory bodies, and institutional-versus-national certifying/licensing examinations, which influence curricula and assessments.

In all, 12 essential commonalities were found: alignment with institutional vision; sustained assessment leadership; stakeholder engagement; communication between curriculum and assessment; assessment-for-learning and feedback; longitudinal student profiling of outcome achievement; assessment rigor and robustness; 360° feedback from-and-to assessment; continuous enrichment through rigorous quality assurance; societal sensitivity; influencing others; and a “wow factor.”

Conclusions: Although the journeys of the three medical schools were undertaken in different cultural contexts, similar core components highlight strong foundations in student assessment. The journeys continue as assessment programmes remain dynamic and measurement science expands. This article may be helpful to other institutions pursuing excellence in assessment.

Disclosure statement

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

Glossary

Excellence: The most outstanding, or those Surpassing merit or quality (Oxford Dictionary 1990).

The Concise Oxford Dictionary of Current English. 1990. Eighth Ed edited by Allen RE. Clarendon Press Oxford, UK. pp407.

Catalytic effect: When a programme provides results or feedback that enriches and augments the curriculum or provides constructive support to the stakeholders (Norcini et al. 2011).

Norcini J, Anderson B, Bollela V, Burch V, Costa MJ , Duvivier R, Galbraith R, Hays R, Kent A, Perrott V & Roberts T. 2011. Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 Conference. Medical Teacher; 33:3, 206–214.

Ripple effect: A situation in which an event or action has an effect on something, which then has an effect on something else in widening circles.

Oxford Advanced American Dictionary. Definition of ripple effect n. [Accessed 2018 May 30].

Table 1. Medical education outcomes: international, national (PM&DC) and institutional (AKU-MC).

Additional information

Notes on contributors

Rukhsana W. Zuberi

Rukhsana W. Zuberi, MBBS, FCPS-Medicine, MHPE (UIC-USA), is Endowed Professor Family Medicine with joint appointment in the Department for Educational Development, Ex-Associate Dean-Education, Aga Khan University. Presently, she is Councilor, Director National Residency Program-South, Chair Curriculum Committee and Member Examinations Committee at the College of Physicians and Surgeons, Pakistan.

Debra L. Klamen

Debra L. Klamen, MD, MHPE, is a Senior Associate Dean for Education and Curriculum at Southern Illinois University School of Medicine, and Professor and Chair, Department of Medical Education. Dr. Klamen obtained her M.D. at University of Chicago-Pritzker, and a residency and MHPE at University of Illinois in Chicago.

Jennifer Hallam

Jennifer Hallam, BSc, MSc, PhD, is an Educational Psychometrician at the Leeds University Medical School and is a Psychologist by training. She co-chairs the school’s performance assessment team and her main research interests relate to feedback, individual differences, and workplace-based assessments.

Naveed Yousuf

Naveed Yousuf, MBBS, MBA, PhD, is an Assistant Professor, Department for Educational Development, Faculty of Health Sciences and Associate Director, Assessment and Research, Examination Board, Aga Khan University. His research interests include curriculum development, assessment, specifically Objective Structured Clinical Examinations, standard setting, and psychometrics.

Austin M. Beason

Austin M. Beason, MD, is a Research Intern at Memorial Medical Center and recent graduate of Southern Illinois University School of Medicine where he was involved with the development and evaluation of the third year clerkship curriculum reform. Dr. Beason is currently pursuing a master’s degree in medical education.

Evyn L. Neumeister

Evyn L. Neumeister, MD, is a recent graduate of Southern Illinois University School of Medicine, where she was involved in the medical student medical education interest group. She is currently a first-year plastic surgery resident at Southern Illinois University and Memorial Medical Center.

Rob Lane

Rob Lane, MBChB (Hons), MRCGP, PGDip, MA, is an Associate Director of medical education at Leeds University Medical school. He chairs the school’s assessment and standards board and was the lead author of the Leeds ASPIRE application for excellence in assessment. His interests include curriculum development, assessment, and communication skills.

Jason Ward

Jason Ward, MBBS, MMEd, is a Clinical Senior Lecturer in the academic unit of palliative care, University of Leeds. He is academic lead for year 4 of the MBChB programme and co-chairs the school’s performance assessment team. His interests include curriculum development, performance assessment, and remediation.