qpercom amee 2016

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MULTI-SITES, MULTI-EXAMINERSGALWAY-SLIGO On Friday Qpercom Ltd participated successfully in the School of Medicine’s consecutive multi-site Year 4 OSCE. New to last year’s OSCE was the opening of the ‘fit for purpose’ Sligo General Hospital Medical Academy’s clinical skills suites.

With the 4 sites in Galway, Obstetrics and Pediatrics in UCHG, the Clinical Science Institute and Comerford Centre, a total of 60 OSCE stations were rolled out across 6 sites in Galway and Sligo. Local technical support was provided by the Qpercom technicians atall sites.

OSCEs are very labour intense during the preparation, exa-mination and results analysis phases. Due to the implementation of OMIS in December 2008, 70% of the administrative cost could be saved and admin-istrative errors reduced by 30% compared to paper.

Since the implementation of OMIS, Generalizability Coefficients have improved over time and average results and their variations decreased to a normal dispersion and improved standard setting and Quality Assurance procedures within OMIS.

THE QPERC M NEWS- Since 2008www.qpercom.ie GLOBAL LEADER IN CLINICAL ASSESSMENT SOLUTIONS

MULTI-SITES, MULTI-EXAMINERS

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ENTRUSTABLE PR FESSI NALS - Since 2008

WORLDWIDE Entrustable Professional Activities (EPAs) are gaining acceptance as tools to demonstrate acquisition of competencies in a competency-based curriculum.

The main advantage of En- trustable Professional Acti-vities are that they are obser- vable activities (thus assess- able), are related to day-to-day functioning as a healthcare provider (thus relevant), and are awarded once the learner can be trusted to perform the activity effectively and safely, without supervision, and by integrating across different competency domains.

DUBLIN Qpercom secured

collaboration with the College of Anesthetists of Ireland (CAI) to develop an EPA web-based framework. College members are able to design, review and store their EPAs electronically. EPAs are mapped with the postgraduate training program outcomes of the CAI and mapped with the outcomes of the Medical Council in Ireland.

EPAs will be complementary to competency assessment in the workplace. Over the years it has been proven that competency based assessment is very challenging.

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ENTRUSTABLE PR FESSI NALS - Since 2008www.qpercom.ie GLOBAL LEADER IN CLINICAL ASSESSMENT SOLUTIONS

© College of Anaesthetists Ireland

VASCULAR ACCESS©

- Since 2008www.qpercom.ie GLOBAL LEADER IN CLINICAL ASSESSMENT SOLUTIONS

EPA

© College of Anaesthetists Ireland

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COMPETENCY FRAMEW RKS- Since 2008

GALWAY When Qpercom developed its unique OSCE Management Information System, OMIS, in 2007, it very much used a ‘bottom up’ procedure. This is analogous to how module coordinators and exam administrators developed their assessment stations according to the so called ‘check list approach’, very much focused on ticking the boxes of an item list similar to the lower technology (paper) forms that were used in those days.

Currently Qpercom has added a ‘Competency Management System’ that allows mapping the checklist items prospectively or retrospectively to a competency framework.

It just requires one click of a button and various competency frameworks that are used nationally and internationally (CanMeds2015, Tomorrow’s Doctor etc...) can be selected.

Existing station assessment forms can be adjusted retrospectively. The mapping process can be reviewed by peers before publishing it in OMIS for future use in OSCE or MMIs. Results can be generated according to ‘station results’ or cumulated results per ‘role’ or ‘competency’.

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MIS EXAMINERS APP GLOBAL LEADER IN CLINICAL ASSESSMENT SOLUTIONS - Since 2008www.qpercom.ie

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QPERC M MCQ TOOL - Since 2008www.qpercom.ie GLOBAL LEADER IN CLINICAL ASSESSMENT SOLUTIONS

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STUDENT FEEDBACK T L- Since 2008

FEEDBACK has a significant impact on learning and has been described as "the most powerful single moderator that enhances achievement" (Hattie, 1999). The main objectives of feedback are to justify to students how their mark or grade was derived. Furthermore, it serves to identify and reward specific qualities in student work and to guide students on what steps to take to improve. It motivates them to act on their assessment and develop their capability to monitor, evaluate and regulate their own learning (Nicol, 2010).

To benefit student learning, feedback needs to be con- structive as well as highlighting the strengths and weak- nesses of a given piece of work. It should set out ways in which the student can improve the work in a timely manner.

OMIS allows the opportunity to provide instant feedback while the assessed work is still fresh in a student's mind and before the student moves on to subsequent tasks. Feedback should be meaningful and it should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent work.Feedback is valuable when it is received, understood and

acted on. How students analyse, discuss and act on feedback is as important as the quality of the feedback itself (Nicol, 2010). Through the interaction students have with feedback, they come to understand how to develop their learning.

Qpercom employs the opportunity to provide instant and detailed feedback students immediate after the OSCE or MMI is over.

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BIG DATA RESEARCH USING MIS

GALWAY Qpercom seeks collaboration with Insight Ireland. Together we are in a unique position at the interface of academia and higher education bodies. With Insight Ireland, we can work with the finest minds in academia to come up with solutions to problems we all encounter in clinical workplace-based assessment.

As a small research institute, Qpercom also conducts collaborative research in exciting fields such as communication skills, patient safety and human factors and linked data, areas that have the pot- ential to transform Medical Education research.

WORLDWIDE OSCE data retrieved from OMIS is changing our world in Medical Education. The field of data analytics in Qpercom is progressing at a rate beyond anything we have ever experienced as we work with so many Universities and Professional bodies. It is a whole new frontier which could allow us to exchange shared decision making on reliable and valid OSCE stations and linked data.

We tap carefully into this new wealth of information and decisions based on it. We expect to transform the way clinical skills assessment works. Data analytics is a massive global research effort aimed at taking the guesswork out of decision making in Medical Education.


BIG DATA RESEARCH USING MIS

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qpercom amee 2016

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