1. Academic excellence for business and the professions Assessments: Do they assess learning outcomes Gill Harrison 7 th December 2012 C A onsortium for the S E ccreditation of onographic ducation

2. C A onsortium for the S E ccreditation of onographic ducation The role of CASE “ Ensure that ultrasound practitioners are safe and competent to practice” How do you as an accreditor ensure that?

3. Learning outcomes Learning WhatHow Evidence learning has been achieved How much of the learning has been achieved

4. Higher education academy suggests: “HE teachers are expected to be able to show: how the educational outcomes for a programme and learning outcomes for a module are being achieved; that the assessment methods used are appropriate to test the achievement of the intended outcomes; that the criteria used to judge achievement are aligned to the intended learning outcomes. " http://www.heacademy.ac.uk/hlst/resources/a-zdirectory/learningoutcomes

5. Clinical Competency Clinical Skills / ability Application of knowledge Knowledge and understanding

6. Learning outcomes for clinical competency e.g. By the end of the module the student should be able to: Undertake ultrasound examinations safely and competently Utilise the equipment to provide safe, appropriate diagnostic images Be aware of the limitations of the examination Provide verbal or written report of the findings Critically evaluate the role of ultrasound within the patient care pathway

7. Things I look for before getting to the final assessment stage Processes for monitoring clinical progress during the course (full Pg course or focussed courses) Communication between clinical department and university team Student input into progress monitoring

8. C A onsortium for the S E ccreditation of onographic ducation Assessment of Competency: Where? CASE commissioned competency guidelines n=116

9. Assessment of Competency: How? Real time clinical assessments Within a safe timeframe Meet local & national standards?

10. Assessment of competency: How? What format will the assessment take? Is the paperwork suitable to demonstrate all areas have been assessed and a minimum standard met? What process is in place to ensure that all students are assessed to a similar standard?

11. C A onsortium for the S E ccreditation of onographic ducation Assessment of Competency: Who?

12. How are assessors selected? What training is available for the assessor? Support for clinical staff in their role as supervisor / mentor / assessor? Is there moderation of the assessment by a university nominated assessor? –How is parity ensured?

13. Why external moderation / assessment? My thoughts. Pressure to pass Failure to fail Disaster waiting to happen! Financial Workload Pressure – management & colleagues Personal Implications for career Morale Personal Time / commitment Patient safety Medico-legal Reputations Encourage spread of bad practice

14. Assessment of Competency: fail at 1 st attempt? Why do trainees fail? Unable to scan Inaccurate interpretation / clinical implications Unaware of their limitations

15. Summary: is the trainee competent? Safe Effective scanning interpretation limitations awareness Protect public Reduce risk Pass or fail? Who decides? Is the assessment process fit for purpose?