Assessment to Enhance Learning
The philosophy of CCLCM is that assessment should enhance learning. As such, students are provided feedback regarding their performance and progress from multiple sources. This feedback allows students to identify their own strengths and weaknesses in comparison to defined expected standards of performance. There are no grades or comprehensive examinations. Rather students utilize written feedback as evidence of their progress in achieveing standards in 9 core competencies.
- Medical Knowledge
- Clinical Skills
- Clinical Reasoning
- Personal Development
- Health Care Systems
- Reflective Practice
Educational portfolios are used by students to document their individual performance. This approach fosters a non-competitive learning environment where collaborative learning can thrive and students have responsibility for self-directed learning that addresses their individual needs.
Student progress in basic science, research, and clinical disciplines is determined in comparison to defined standards for each competency. Students submit essays and supporting evidence of their achievement of the competency standards to the Medical Student Promotion and Review Committee for review and decisions regarding promotion to the next year. Graduates achieve the standards for nine competencies. This competency assessment organization is similar to the assessments used in residency training in the United States as mandated by the Accredited Council for Graduate Medical Education (ACGME).
The educational portfolio is an electronic document developed by each student to create a process for students to provide evidence of their progress, to reflect on their own strengths and weaknesses, based on the evidence they have accumulated and to develop learning plans addressed at improving performance. An important goal of the process is developing the skills of self-directed learning and reflective practice. An electronic system has been developed to facilitate student collection of feedback and selection of evidence that documents performance.
The assessment process is student-centered and student-driven with strong support from Physician Advisors who meet with students regularly and guide them throughout the five year curriculum. A few times each year, students document their progress in the competencies with essays and provide evidence demonstrating their development as doctors and researchers. Physician Advisors review their students’ essays and evidence and help them create learning plans to address areas of weakness and to build on areas of strength. The Physician Advisor/student partnership ensures adjustment to a new learning environment and adequate progress in competency development. Physician Advisors also help students tailor core and elective clinical research experiences to their future professional interests.