As educators, an important element of our work is the assessment of the learners. At the Centre for Medical Education, due to the variety in disciplines and research interests of the members, a number of different aspects of learner assessment have been investigated. The focus on assessment has been growing since the creation of the Assessment and Evaluation Unit whose members are also Core Faculty at the Centre for Medical Education.
Dr Meredith Young has developed a program of research on the validity of assessment. This program includes an exploration of different conceptualizations of validity and their implications, how student perceptions contribute to the validity of assessment, and the use of item parameters in validity arguments. She has also collaborated on a project regarding test-enhanced learning. Several of these projects have received funding from the Medical Council of Canada.
With the implementation of Competency-Based Education in the Health Professions, several members have been looking into Competency-Based Assessment. Projects include assessment in longitudinal work-based assessment programs (project funded by the Medical Council of Canada), assessing teaching as an Entrustable Professional Activity in Postgraduate Medical Education (project funded by the Royal College of Physicians and Surgeons of Canada), Dr Bhanji has examined the use of simulation to assess competencies in resuscitation and the use of Progress OSCEs in Postgraduate Medical Education. Dr Andonian has worked on developing milestones for urology training.
Several members have studied specific assessment methods. For instance, Dr Beth-Ann Cummings studied the use of the long case in Clerkship. Drs. Stuart Lubarsky, Valérie Dory, Bernard Charlin, Sarkis Meterissian and Colin Chalk have looked at the script concordance test as a tool for the assessment of clinical reasoning. Dr Dory and Dr Lajoie are involved in projects looking at case summaries to assess clinical reasoning in various settings.
Finally, several members have examined selection processes in undergraduate and postgraduate programs in the health professions.