Dr. David Cook
Topic: Validity arguments for learner assessments: Could the evidence convince a jury?
Date: March 20, 2013
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
Locations:
- Diamond Health Care Centre 2263
- LSC 1443
- MSB 107
- RJH 120
- KGH 106
- NHSC 9-374
- MMC 1026
- Alouette Room at Central City
Abstract:
Learner assessment continues to grow in importance, especially given its critical role in competency-based education, personalized instruction, candidate selection, and other initiatives. But how good are the assessments we’re using? How do we define “good”? And what are they good for? Dr. Cook will address these questions. He’ll discuss learner assessment as a diagnostic test, present an “evidence and argument” framework for judging the validity of decisions (diagnoses) based on assessment results, and show how this framework applies to a commonly-used assessment tool. He’ll also share data regarding how often investigators report and interpret validity evidence, and highlight issues for attention in future research.
Biography
David Cook received a B.S. in chemistry from Utah State University and an M.D. from the Johns Hopkins University School of Medicine before coming to the Mayo Clinic, where he completed residency in Internal Medicine, a fellowship in General Internal Medicine, and joined the staff in 2004. He subsequently completed a Masters degree in Health Professions Education through the University of Illinois at Chicago – Department of Medical Education. He is currently Professor of Medicine and Medical Education in the Mayo Clinic College of Medicine, Consultant in the Division of General Internal Medicine, and Director of the Office of Education Research. He served 5 years as a deputy editor for the Journal of General Internal Medicine, during which time he was co-editor of the 2008 JGIM special issue on medical education. He is currently a deputy editor / editorial board member for Advances in Health Sciences Education. Dr. Cook’s research interests include the theory and design of Web-based learning and other instructional technologies, the quality of medical education research methods and reporting, clinical reasoning, and assessment of clinical performance and clinical teaching. He has developed and studied multiple Web-based courses for residents and medical students, conducted several systematic reviews, presented at numerous national and international conferences, and published nearly 100 journal articles and book chapters on medical education topics. He also serves as a leader in the Church of Jesus Christ of Latter-Day Saints. He and his wife Jennifer are the parents of five incredibly wonderful children.
Accreditation:
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
Accreditation Statement:
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.
