Policy Number: CU.09.03.170808
Applies to: Faculty of the WSU Elson S. Floyd College of Medicine teaching in the MD program
Date: 05/07/2024
1.0 Policy Statement
It is the Elson S. Floyd College of Medicine policy that multiple modalities be used in the assessment of competency development in students matriculating in the Medical Doctor (MD) degree program, and that students and faculty are provided with full information about assessment modalities and the assessment program.
2.0 Definitions
Formative Assessments
A range of formal and informal measurements or procedures intended to inform teaching and learning and improve student competency attainment. Formative assessments do not count towards end-of-course grades. Formative assessments may be informal and driven by the student or they may be formal, or a programmatic requirement. Examples include, but are not limited to, written exams, group case activities, clinical skills sessions, self-assessment, and coaching feedback.
Summative Assessments
A measurement or procedure used at the end of an instructional period for comparison against a standard or benchmark. Examples include but are not limited to; written exams, practical exams, oral presentations, objective structured clinical examination (OSCE), and clinical performance assessments from multiple sources.
High Stakes
Any assessment that carries higher weight when making progression decisions.
Low Stakes
Any assessment that carries lower weight when making progression decisions; and typically provides the student and educators important information about student progress. Cumulatively, low stakes assessments may help support high-stakes decisions.
Narrative Assessment
Written comments from faculty that assess student performance and achievement in meeting the objectives of a course or clerkship. Narrative assessments will be provided to students at the mid-point (at a minimum) of all required courses in the program.
The Foundations of Medicine
Curriculum is organized into integrated, multidisciplinary units, relating normal and abnormal structure, function and behavior with epidemiology, pathophysiology, prevention and treatment of disease, and health maintenance.
Clinical Clerkships
Follow the foundational science curriculum to provide a broad experience in clinical medicine.
Leadership in Medicine and Healthcare (LMH)
Courses focused on teaching the students the vocabulary and healthcare systems-based knowledge related to leadership theories and approaches
Foundations of Scholarship and Discovery (MEDSCHLR)
A course series dedicated to exposing students to what it means to be a scholar in the field of medicine. These courses provide longitudinal scholarship opportunities for students to apply research skills with a healthcare focus that culminate in a final portfolio project.
3.0 Responsibilities
Associate Dean for Assessment, Evaluation, and Curriculum Management
4.0 Procedures
All assessment tools used within the curriculum are appropriately selected for the competency being measured. Multiple assessment modalities are used to assess student progress, including: written exams (multiple choice exams, short answers), practical lab exams (pin tests), workplace-based assessments, objective-structured clinical exams, course deliverables, and portfolios. Assessment of student performance considers formative and includes summative feedback; is planned, coordinated, and integrated across all areas of the curriculum. Summative assessments are progressive, cumulative, and limited to strategic points (milestones) in the learning trajectory with a focus on integration and application of knowledge and skills.
- In the pre-clerkship phase of the curriculum, assessment of students’ progress uses multiple modalities and is conducted by faculty. Assessment modalities used include, but are not limited to, the following: exams (institutionally developed, written/computer based), laboratory examinations, nationally normed subject-based exams, workplace-based assessments, simulation-based assessments, objective structured clinical examinations (OSCEs), course assignments, self-assessments, and peer assessments. Narrative feedback must be provided on all work-place based assessments, simulation-based assessments, OSCES, and course assignments.
- In the clerkship phase of the curriculum, assessment of student progress uses multiple modalities and is conducted by faculty. Assessment modalities used include but are not limited to the following: clinical documentation reviews, performance rating/checklists, self-assessment, portfolio-based assessment, projects/assignments, institutionally developed simulations, clinical assessments that focus on EPAs (Entrustable Professional Activities) including, clinical skills workplace-based assessments (simulation or clinical workplace), clinical performance assessments, interprofessional attributes tools) and objective structured clinical examinations (OSCEs). Narrative feedback must be provided on clinical assessment, simulation based assessments, OSCEs, and course assignments.
- The Assessment Subcommittee of the Undergraduate Medical Education Committee is responsible for monitoring and recommending changes to assessments or the assessment plan and reports proposed changes to the Undergraduate Medical Education Committee.
- The details regarding grading for all required and elective courses in the MD program can be found in the course-specific assessment packages.
Tracking of Assessments
- All feedback to individual students and mandatory formative and summative performance assessments are delivered through the curriculum/learning management system and centrally tracked by the Assessment Unit.
- Medical students receive formative feedback at least every 4 weeks in the preclerkship curriculum. During the Longitudinal Integrated Clerkship (LIC) students receive formative feedback every 2 to 4 weeks. In year 4, students receive feedback weekly or at a minimum half-way through their electives.
- Student Progress reports are produced by the Assessment Unit and provided to stakeholders as appropriate, including the Dean, Course and Clerkship Directors, Preclerkship and Clerkship Coaches, and Clinical Campus Associate Deans.
5.0 Related Polices
- Clinical Supervision of Medical Students Policy
- Grading Policy
- SEPAC Policy
6.0 Key Search Words
Formative, summative, assessment, narrative feedback, elective clinical experience.
7.0 Revision History
Original Approval: 4/28/2016
Policy Number: CU.09.03.160428, CU.09.03.170808
Review/Revision: 8/8/2017, 02/21/2020, 05/07/2024