Pushing the Boundaries of Medical Licensing
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Dr. Claire Touchie - 2015 Annual Meeting plenary
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Pushing the Boundaries of Medical Licensing
- 1. ||| Medical Council of Canada 103rd Annual Meeting Pushing the Boundaries of Medical Licensing Examinations by Applying a Programmatic Framework
- 2. Objectives 1. Review the assessment needs in order to fulfill the new Blueprint 2. Describe the elements of programmatic assessment 3. Propose a model for national programmatic approach to our assessment
- 3. Speakers Claire Touchie, MD, MHPE, FRCPC • Chief Medical Education Advisor, MCC Cees van der Vleuten, PhD • Professor, Director, School of Health Professions Education, University of Maastricht André De Champlain, PhD • Director, Psychometric and Assessment Services, MCC
- 4. ||| Claire Touchie, MD, MHPE, FRCPC September 27, 2015 Where are the gaps? Beyond the MCCQE Part I and Part II exams to better meet our Blueprint:
- 5. Setting the scene • Where we are • Where the new Blueprint is taking us • What are the gaps? • How can we address them?
- 6. Today’s MCC Examination Landscape • Blueprint: Based on discipline Part I 196 MCQs 36 CDM Cases Part II 12 OSCE Stations
- 7. Assessment Continuum UGME PGME Practice Part I Part II NAC OSCE Certification
- 8. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects PhysicianActivities Assessment/ Diagnosis Management Communication Professional Behaviors New MCC Blueprint 8
- 9. 9 Decision 1 Entry to residency MCCQE Part I
- 10. Decision 1: Entry into residency
- 11. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects Row Percent PhysicianActivities Assessment/ Diagnosis 30 Management 20 Communication 30 Professional Behaviors 20 Column Percent 20 30 30 20 100 Entry to residency 11
- 12. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects Row Percent PhysicianActivities Assessment/ Diagnosis 45±5 Management 35±5 Communication 10±5 Professional Behaviors 10±5 Column Percent 20±5 35±5 30±5 15±5 100 Part I – Test Specifications 12 These weights were approved by CEC in June 2015
- 14. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects Row Percent Part I Gap Physician Activities Assessment/ Diagnosis 30±5 45±5 Management 20±5 35±5 Communication 30±5 10±5 Professional Behaviours 20±5 10±5 Column Percent 20±5 30±5 30±5 20±5 100 Part I 20±5 35±5 30±5 15±5 Gap Entry into Residency - Gaps 14
- 15. New MCC Blueprint 15 Decision 1 Entry to residency MCCQE Part I Other Assessments?
- 16. How can we fill the gap? UGME Retreat – June 2015 Workplace-based type assessments? • ? Reflections • ?Multisource feedback • ?school OSCE Other national projects • Pan-Canadian Entrustable Professional Activities at the UGME/PGME Transition
- 17. Decision 2 – Entry to independent practice
- 18. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects Row Percent PhysicianActivities Assessment/ Diagnosis 25 Management 35 Communication 20 Professional Behaviors 20 Column Percent 20 25 35 20 100 Entry to Independent practice 18
- 19. Dimensions of Care Health Promotion and Illness Prevention Acute Chronic Psychosocial Aspects Row Percent PhysicianActivities Assessment/ Diagnosis 48 Management 13 Communication 34 Professional Behaviors 5 Column Percent 10 70 14 6 100 Part II Gap Analysis 19
- 20. Decision 2 – Entry to independent practice 20 Decision 2 Entry to independent practice MCCQE Part II Other assessments?
- 21. Decision 2 – Entry to independent practice 21 MCCQE Part II OSCE Other Assessments Decision 2 Entry to independent practice
- 22. Assessments informing the licentiate
- 23. Assessment Continuum UGME PGME Practice Part I Part II NAC OSCE Certification WBA OSCE Licensure Decision ?
- 24. How should we put this all together to make high stakes decisions for licensure?
- 25. As you listen to our next two speaker: 1. What are the advantages, in your view, of MCC adopting a programmatic assessment approach? 2. What are the challenges and possible barriers to going beyond the 2 point-in-time examiantions presently required for the LMCC (MCCQE Part I and Part II)