1. Quality management in assessment Dr. med. Andreas Burger Zentrum für Medizinische Lehre in der Medizinischen Fakultät der Ruhr-Universität Bochum Volgograd 05. October 2011

2. –Extern:  Other universities  Institutions like the IMPP Quality management © Dr. med. Andreas Burger Quality management in assessment, Volgograd 2011

3. –Intern:  P lan (Define aims)  D o (Define the way to reach the aims)  C heck (the results)  A ct (what have I to do to become better) Quality management © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011

4. The module of staff qualification in new assessment techniques according to interactive methods. (MeDiBo) The curriculum  the rules of the medical education in Germany, the Ärztliche Approbationsordnung (ÄAppO) and the required assessments.  the new forms of assessments  the construction of different forms of assessments by the participants themselves  at home the participants have to construct an assessment, the form they choose by themselves, of their medical discipline and a blueprint of this assessment. Qualification of the teaching staff

5. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011 The committee for assessment of the Society of Medical Education (GMA) published together with the Center of Competence for Assessment in Baden-Württemberg in the Journal for Medical Education, Vol. 25 in 2008 a guide line for internal assessments of the Medical Faculties in Germany. Some points of the guide lines are  What kind of logistic tasks are organised centralistic?  What kinds of assessments are taken?  Is there a well ordered procedure for the review of the assessments?  Is there an analysis of the level of difficulty and selectivity? Guide lines for internal assessments

6. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011 We made an inquiry of those people being engaged by the assessments in a responsible position under the regard of the guide lines. We wanted to know what they are knowing about the assessment management and how large is the agreement of their knowledge. Quality management in Bochum

7. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011  The results:  Category 1 (What kind of logistic tasks are organised centralistic?) 100% knowledge  Category 2 (What kinds of assessments are taken?) 100 % knowledge  Category 3 (Is there a well ordered procedure for the review of the written assessments?) 66 % knowledge Quality management in Bochum

8. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011  The results:  Category 4 (Is there an analysis of the level of difficulty and selectivity?) 75% knowledge  Category 5 (Review of verbal assessments) 60 % knowledge  Category 6 ( statistic analysis of verbal assessments) 83% knowledge Quality management in Bochum

9. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011  the curriculum of modules should also include guide lines, if existing  a quality management is one kind of looking for the improvement of the teaching staff by live long learning  guide lines are very well to implement a quality management system Conclusions for teaching the teachers staff

10. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011 Generally we think that national or inter- national guide lines are useful and valuable for the evaluation of teaching the teacher’s staff. Conclusions for teaching the teachers staff

11. © Dr. med. Andreas Burger 2011 Quality management in assessment Volgograd 2011 Conclusions for teaching the teachers staff Therefore you need quality management This is a highlight in the lifetime of a „just-in-time- delivery“ * *