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TOOLS: Assessment Vocabulary
(page in progress)
Assessment: the gathering of information to assist in evaluation of a
process, content acquisition, behavior, attitude
Benchmark:the tangible evidence of a competency required for
continuation in the JMP program. Benchmarks are specific tasks that must
be done to prove a competency, and are usually required at or before a
specific date.
Check In: The time at the beginning of a small group process session when
participants report their presence and any issues likely to affect their work for the day.
Part of formative assessment.
Check Out: The time at the end of a small group process session when
participants briefly reflect on the day’s process and give/receive feedback on their
participation. Part of formative assessment.
Competence: The successful acquisition of identified knowledge, skills,
and attitudes which have met an agreed upon standard
Competency: An ability generally recognized as important
for medical practice, and accepted by the JMP curriculum committee.
These are often presented as a statement of expectation.
CPX: A particular version of the OSCE adminstered at several
University of California Campuses.
Culture: A shared system of values,
beliefs and learned patterns of behaviors (Low). Any group of
people who share experiences, language and values that permit them to
communicate knowledge not shared by those outside the culture.
Cultural Competence: A set of
academic and interpersonal skills that allow individuals to increase
their understanding and appreciation of cultural differences and
similarities within, among and between groups. Culturally
competent physicians are able to provide patient-centered care by
adjusting their attitudes and behaviors to account for the impact of
emotional, cultural, social and psychological issues on the main
biomedical ailment (Hendrick).
Cultural Humility: A lifelong
commitment to self-evaluation and critique, to redressing the power
imbalances in the physician-patient dynamic, and to developing mutually
beneficial and non-paternalistic partnerships with communities on behalf
of individuals and defined populations. An institution committed
to cultural humility would be characterized by training, established
recruitment and retention processes, identifiable and funded personnel
to facilitate the meeting of program goals, and dynamic feedback loops
between the institution and its employees and between the institution
and patients and/or other members from the surrounding community (Tervalon).
Curriculum: A specific learning process or
opportunity by which a JMP member may reasonably achieve a competency,
and satisfy a Benchmark.
Domains of Behavior: The (arbitrary) areas the JMP assessment
process uses to assess competency in the curricular process: (1) National Board Readiness
- NBI; (2) Research Skills and Critical Thinking (Crit think'g); (3) Physicianship and
Contextual Skills; (4) Clinical Skills
Evaluation: The process of finding from assessment whether a process is
accomplishing specific goals
Formative: A description of one type of assessment tool which is
intended to inform the individual of his/her level of mastery. The function of
formative assessment is not to determine a minimum level of competency or to discern
readiness for advancement
Individual Learning Contract: The
student's own specific learning contract for a unit of work within the
general learning contract that they have made with the faculty and the
program.
JMP core concepts: Essential information relating to content of subject
matter
Learning Issue: A question formulated by students in the PBL process that
requires a specific answer to be researched and discussed in the following session of
class
Learning Object: The answer to the question asked in a
Learning Issue, usually
presented as a e-version that may include multiple formats and be of
variable length, and must include references clearly displayed at the
end
and the identifiers of the case, person and date involved. Generally
CICBC
Learning Objects are not peer reviewed or checked by faculty for
accuracy.
They may include text and graphics copied from publicly available
material, and are thus NOT to be republished outside of the JMP password
protected site without SPECIFIC permission of the author and the CICBC.
MCQ: A written assessment tool (formative or summative) constructed by a
content expert and in the form of a single question and 5 possible answers that provides
concrete evidence of knowledge competency
MEQ: A written assessment tool (formative or summative) constructed by a
content expert and in the form of a brief question and short essay answer that provides
concrete evidence of knowledge competency
OSCE: Objective Standardized Clinical
Examination, in which a patient or trained actor playing the part of a
patient is examined by a student within a defined space of time while being observed by
both the patient/actor and/or preceptor, followed by feedback (formative) and grading
(summative) assessment by the patient/actor and/or preceptor.
Peer Assessment: Written formative or summative evaluation from one
individual to another at the same level of authority intended to provide periodic feedback
on behavior
Pre Basic IT Competency: Information
Technology Competencies, largely surrounding basic use of a personal
computer as well as word processing. These skills are presumed to
be present in students who have completed the undergraduate requirements
necessary for entrance into the Joint Medical Program.
Preceptor: A practicing professional who provides experiential
instruction and assessment to a student
Preceptor Assessment: Written formative or summative evaluation of
an individual student by a tutor intended to provide periodic feedback on
development of competency in designated domains of behavior.
PRIME-US: Pilot Program in Medical
Education for the Urban
Underserved; More detailed description of PRIME-US goals and
curriculum my be found
here.
Professionalism: Professionalism is the basis of
medicine's contract with society. It demands placing the interests of
patients above those of the physician, setting and maintaining standards
of competence and integrity, and providing expert advice to society on
matters of health. The Joint Medical Program uses a
standardized form along with its
associated likert scale to guide the faculty in their formative
assessment of students' professional development.
Self Assessment: Written formative or summative evaluation of an
individual by herself intended to provide periodic feedback on development of competency
in designated domains of behavior
Short Essay: A written assessment tool (formative, possibly summative)
that instructs the student to explore one or more questions to illustrate greater depth of
knowledge competency
Summative: A part of assessment intended to certify a specific level of
competency or mastery
Student: Person(s) matriculated at UCB in the formal process of becoming
a physician
Triple Jump: a type of assessment evaluating students' ability to
organize clinical data, formulate hypotheses, identify individual learning issues, and
reformulate a case using newly acquired information. The triple jump is so named
because it involves 3 distinctly separate activities spread out over 3 days; this
mode of assessing student performance covers the wide range of objectives in the program.
A complete description of the Triple Jump assessment measures used by
examiners is available
here. To view the assessment for used by examiners to assess
students, click
here.
Tutor: Person(s) of faculty standing providing daily intimate guidance in
the small group learning process
Tutor Assessment: Written formative or summative evaluation of an
individual student by a tutor, intended to provide periodic feedback on development of
competency in designated domains of behavior
Tutorial: In the JMP, a Tutorial session could be any
meeting where a Faculty Member meets with a Student to clarify
knowledge, skills or attitude. It might also apply to the scheduled
meetings of the CICBC where a faculty Tutor meets with a group of
students doing PBL process.
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