Dr. Karen Mann
Topic: Tensions in Self-Assessment
Date: April 20, 2011
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
Location:
- Diamond Health Care Centre 2264
- IRC 305
- CWH 2D22
- MSB 107
- RJH 011
- NHSC 9-370
- desktop VC (ID 30204)
Abstract
Understanding self-assessment remains a challenge, as evidenced by a literature of contradictions. Its importance as a foundation of self-regulation is widely espoused by educational bodies and educational programs;yet evidence of individuals’ ability to assess their own performance accurately has consistently revealed widespread flaws. The current situation presents a dilemma for medical educators and medical education: how can we educate learners effectively so that they can develop the capability of self-assessment?
Awareness of the contradictions and complexities surrounding its effectiveness, led to a multinational study to understand how learners and practicing physicians perceived and used informed self- assessment in clinical learning and practice. A model of informed self-assessment, consisting of five dynamically interactive components, emerged: sources of information; interpretation of information; responses to information; external and internal conditions influencing each of these steps, and tensions arising from competing data and influences.
As in-depth exploration of our findings proceeded, the tensions component of the model emerged as pervasive influence that permeated all aspects of the model. The goals of this presentation will be to: present the identified tensions, along with their nature and effects, explore the findings in relation to current understandings of learning, and suggest implications for educational practice.
Biography
Dr. Mann joined Dalhousie University Faculty of Medicine in 1986, serving as Associate Dean for Undergraduate Medical Education and Student Affairs from 1990-1998 (2001, 2008). Currently, she is Professor Emeritus in the Division of Medical Education, where she was founding Director (1995-2006). She also is Chair in Medical Education at Manchester Medical School, University of Manchester, UK. Karen is involved in teaching, research and development across the medical education continuum. Involvements have included development of a medical education elective for residents in Royal College and College of Family Physicians of Canada (CFPC) programs, and, together with Mount Saint Vincent University, a Master’s program in Medical Education for residents, faculty and staff in medicine, dentistry and the health professions. She was PI on a 3 year Health Canada study in inter-professional education. Current research interests are in self-assessment and feedback. She serves on the editorial boards of Academic Medicine, Medical Education, the Journal of Continuing Education in the Health Professions, and the Canadian Journal of Medical Education. Karen served as Chair of the Group on Educational Affairs of the AAMC, and as President of the Canadian Association for Medical Education; she received the CAME award for Distinguished Contributions to Medical Education in 1996, a Dalhousie Instructional Leadership award in 2000, and the 2005 Award for Medical Education Research from the Society of Academic CME. In 2007, she was awarded honorary membership in the CFPC. In 2010, she received the Merrel Flair Award for Distinguished contributions to medical education in North America.
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.
