CHES is proud to host a monthly session of Research Rounds on the third Wednesday of each month, from 12:00-1:30 pm, with videoconference access to all distributed sites. The ongoing objective of CHES Research Rounds is to present a critical examination of current topics of interest in health professions education research. Presentations to date have attracted between 20 and 50 participants.
CHES Members have access to Research Rounds videos via the Members’ Resources page.
Beyond Merely Formative: Expanding Our Conceptualization of Assessment for Learning
Dr. Mahan Kulasegaram
Date: Wednesday, December 13, 2017
Time: 12:00pm to 1:30pm (feel free to bring a bagged lunch)
- DHCC 2267 (host venue)
- IRC 305
- RJH CA 120
- NHSC 9-374
- Additional locations and video conference options are available. Please email email@example.com to process the request.
That assessment drives learning is a truism and calls for greater use of assessment as a learning tool have increased. Much of the work on assessment for learning has focused on the benefits of assessment mediated feedback on the learning of specific content and subsequent retention. How assessment practices can enable students and faculty to reach other outcomes such as transfer of learning, enhance self-regulation, and progress to expertise is an open question. In this talk I discuss the theories and evidence that can help clarify the multiple effects assessment has on learning and how higher order outcomes can be achieved.
Dr. Kulamakan (Mahan) Kulasegaram completed his PhD in the Department of Clinical
Epidemiology & Biostatics at McMaster University. He is currently a Scientist at the Wilson Centre and the University of Toronto MD Program and he is an Assistant Professor in the Department of Family and Community Medicine. His research explores the cognitive processes evoked by the experience of assessment and how these processes can be aligned with transfer of learning and clinical reasoning. He uses psychometric and experimental methods to understand how assessment can promote the application, adaptation, and extension of knowledge during medical training. His other major interests include the application of cognitive theory and learning sciences to instructional design as well as the use of learning analytics to predict educational outcomes. In 2017, he was the inaugural recipient of the New Investigator in Education Research salary award from the Department of Family and Community Medicine at the University of Toronto.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.5 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 1.5 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.