educational material · 26–30 september 2015 educational material how to reach targeted...
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ERS Annual Congress Amsterdam
26–30 September 2015
EDUCATIONAL MATERIAL
How to reach targeted educational outcomes
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Wednesday, 27 September 2015
07:00 – 08:15
Room Elicium 1 RAI
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How to reach targeted educational outcomes
AIMS: To discuss best practice in evidence-based simulation training and to gain an insight into best
practice in workplace-based assessments, such as observation, feedback and regular follow-up with
residents.
TARGET AUDIENCE: Anyone who is involved in clinical teaching/clinical assessment as a teacher,
learner or programme director
CHAIRS: F. W.J.M. Smeenk (Eindhoven, Netherlands)
PROGRAMME
07:00 Introduction
07:10 Using simulation for training and certification of technical skills
L. Konge (Virum, Denmark)
07:35 Using workplace based assessment for training and assessment of non-technical skills
E. Driessen (Maastricht, Netherlands)
08:00 Discussion
BOOKLET CONTENTS PAGE
Using workplace based assessment for training and assessment of non-technical skills 5
Additional resources 25
Faculty disclosures 26
Faculty contact information 27
Regular physical activity improves quality of life and fi tness in healthy individuals and people living with lung conditions.
www.healthylungsforlife.org
In partnership with:
Farbe/colour:PANTONE 288 CV
ERS/ELF ER Journal 210x280 ad_v2 AW.indd 2 29/07/2015 16:22
Using workplace based assessment for training and assessment of non-
technical skills
Dr Erik Driessen
Maastricht University
Universiteitssingel 60
P.O. Box 616
6200 MD Maastricht
NETHERLANDS
5
Erik Driessen
Maastricht University
www.erikdriessen.com
@erikwdriessen
Workplace based assessment
for non-technical skills
6
I have no real or perceived conflicts of interest that relate to this presentation
This event is accredited for CME credits by EBAP and EACCME and speakers are required to disclose their potential conflict of interest. The intent of this disclosure is not to prevent a speaker with a conflict of interest (any significant financial relationship a speaker has with manufacturers or providers of any commercial products or services relevant to the talk) from making a presentation, but rather to provide listeners with information on which they can make their own judgments. It remains for audience members to determine whether the speaker’s interests, or relationships may influence the presentation. The ERS does not view the existence of these interests or commitments as necessarily implying bias or decreasing the value of the speaker’s presentation. Drug or device advertisement is forbidden.
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Video fragment 1
9
What does our resident learn from
this experience?
10
11
Video 2
12
What does our resident learn from
this feedback?
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Video 3
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What does our resident learn from
this meeting?
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Erik Driessen
Maastricht University
www.erikdriessen.com
@erikwdriessen
Workplace based assessment
for non-technical skills
21
Does
Show
Knows how
Knows
Workplace-based assessment
Mill
er, 1
99
0
Simulation
22
Clinic as a
Production
environment:
Tasks
available
Clinic as a
Learning
environment:
Competencies
that need
to be acquired
23
8 / 10
7 / 10
7 / 10
9 / 10
8 / 10
4 / 10
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Recommended reading list and E-learning resources
1. Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R.
Comparative effectiveness of instructional design features in simulation-based education:
systematic review and meta-analysis. Med Teach. 2013;35(1):e867-98.
2. Konge L, Clementsen PF, Ringsted C, Minddal V, Larsen KR, Annema JT. Simulator training for
endobronchial ultrasound: a randomised controlled trial. Eur Respir J. 2015 Jul 9. [Epub ahead of
print]
3. Konge L, Annema J, Clementsen P, Minddal V, Vilmann P, Ringsted C. Using virtual-reality
simulation to assess performance in endobronchial ultrasound. Respiration. 2013;86(1):59-65.
4. Konge L, Larsen KR, Clementsen P, Arendrup H, von Buchwald C, Ringsted C. Reliable and
valid assessment of clinical bronchoscopy performance. Respiration. 2012;83(1):53-60.
5. Konge L, Arendrup H, von Buchwald C, Ringsted C. Using performance in multiple simulated
scenarios to assess bronchoscopy skills. Respiration. 2011;81(6):483-90.
6. van der Vleuten CP, Schuwirth LW, Driessen EW, et al. A model for programmatic assessment
fit for purpose. Medical teacher 2012; 34(3): 205-14.
7. Driessen E, van Tartwijk J, Dornan T. The self critical doctor: helping students become more
reflective. BMJ (Clinical research ed) 2008; 336(7648): 827-30.
8. van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S. 12 Tips for
programmatic assessment. Medical teacher 2014: 1-6.
9. Donnon T, Al Ansari A, Al Alawi S, Violato C. The reliability, validity, and feasibility of
multisource feedback physician assessment: a systematic review. Academic medicine : journal of
the Association of American Medical Colleges 2014; 89(3): 511-6.
10. Tochel C, Haig A, Hesketh A, et al. The effectiveness of portfolios for post-graduate assessment
and education: BEME Guide No 12. Medical teacher 2009; 31(4): 299-318.
11. Norcini J, Anderson B, Bollela V, et al. Criteria for good assessment: consensus statement and
recommendations from the Ottawa 2010 Conference. Medical teacher 2011; 33(3): 206-14.
12. Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31.
Medical teacher 2007; 29(9): 855-71.
13. Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to
assess health professionals: a systematic review of validity evidence, research methods, and
reporting quality. Academic medicine : journal of the Association of American Medical Colleges
2013; 88(6): 872-83.
14. Schumacher DJ, Englander R, Carraccio C. Developing the master learner: applying learning
theory to the learner, the teacher, and the learning environment. Academic medicine : journal of
the Association of American Medical Colleges 2013; 88(11): 1635-45.
15. Kogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills
of medical trainees: A systematic review. JAMA : the journal of the American Medical
Association 2009; 302(12): 1316-26.
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Faculty disclosures
There are no faculty disclosures for this session.
26
Faculty contact information
Dr Erik Driessen
Maastricht University
Universiteitssingel 60
P.O. Box 616
6200 MD Maastricht
NETHERLANDS
Dr Lars Konge
University of Copenhagen
The Capital Region of Denmark
Blegdamsvej 9
2100 Copenhagen East
DENMARK
Prof. Dr Frank W.J.M. Smeenk
Catharina Hospital Eindhoven
Department of pulmonology
PO Box 1350
5602 ZA Eindhoven
NETHERLANDS
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