Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences The use of formative assessment within all types of health sciences education programs is generally acknowledged as a necessity when measuring student attainment of knowledge. However, even with this acknowledgement, there is still a general lack of understanding of the true potential, benefits, and risks of this type of assessment. The lack of formative assessments is especially true for students in their third and fourth year of clinical rotations where learning opportunities can be dependent on patient visits. This presentation will address the idea that the implementation of formative assessments during this time frame will enhance the student learning experience in clinical rotations to include the necessary content for each specific rotation, while also ensuring that clerkship objectives are consistently met each month.

1. COLLEGE OF OSTEOPATHIC MEDICINE
Today’s Objectives
At the end of this session, participants will be able to:
1. Recognize the benefits of using formative
assessments to fill instructional gaps in clinical
scenarios
2. Use formative assessments to meet clinical
objectives each month, thus appropriately mapping
this portion of the curriculum to satisfy accreditation
requirements
3. Implement formative assessments in clinical
rotations or other offsite learning opportunities

2. COLLEGE OF OSTEOPATHIC MEDICINE
Background Information
• Four-year undergraduate osteopathic
medical program 110-120 students per
class
• Years 1 and 2 – classroom
• Years 3 and 4 – clinical rotations

3. COLLEGE OF OSTEOPATHIC MEDICINE
1. In clinical settings, the student learning experience can
be limited to the patients students see
2. Proof of meeting program requirements for
accreditation

4. COLLEGE OF OSTEOPATHIC MEDICINE
Our Experience
• As an osteopathic school, osteopathic
manipulative medicine (OMM) is part of
each of our rotations
• How is this implemented?
• More importantly…how do we prove we
do this in an easy-to-report manner
(while being a meaningful learning
experience)?
• Solution: OMM quiz for each rotation
each month

5. COLLEGE OF OSTEOPATHIC MEDICINE
• Desire to introduce students to instructional material
in addition to patient interactions
• Recognize the need to use assessments (formative
and summative) as a vital part of the educational
process
• Engage students in necessary material
• Students have opportunity to self-assess
• Solutions:
• Weekly formative assessments
• Rotation summative assessments
• Pre/post exams

6. COLLEGE OF OSTEOPATHIC MEDICINE

7. COLLEGE OF OSTEOPATHIC MEDICINE
Faculty/Staff/Student Roles
• Faculty
• Quiz content creation
• Feedback
• Office of Educational Development (instructional design staff)
• Create ExamSoft assessments
• Alter rotation rosters
• Send results to rotation coordinators
• Students
• Complete assessments on their own time (depending on the
clerkship)

8. COLLEGE OF OSTEOPATHIC MEDICINE
• Permanently leave quizzes available for students to
download
• Use a single password
• One download per student
• Rotate students in and out each ExamSoft course roster
to determine when students can download the
assessment
• Set reminders!
• Have support staff (and extra computers) available for
end of rotation exams
• Student passwords will be forgotten…
Helpful Tips

9. COLLEGE OF OSTEOPATHIC MEDICINE
Moving Forward
• Continually mapping our rotation assessment
items to the rotation goals and objectives
• Complete the curriculum mapping process
• Are we appropriately instructing and
assessing students?
• Value added?
• Student outcomes

10. COLLEGE OF OSTEOPATHIC MEDICINE
Thank you!!
• Questions/comments?
• dan.thompson@okstate.edu
• @danthompsonidts

11. P H O N E
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