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
8. Dimensions of Care
Health
Promotion
and Illness
Prevention
Acute Chronic Psychosocial Aspects
PhysicianActivities
Assessment/
Diagnosis
Management
Communication
Professional
Behaviors
New MCC Blueprint
8
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
13.
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
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
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
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)