When designing and conducting assessments, a number of key principles need to be considered. Each... more When designing and conducting assessments, a number of key principles need to be considered. Each of these principles has an impact on the trustworthiness of an assessment. This chapter discusses some of the principles of assessment including validity, reliability, specificity, feasibility and fidelity. It provides an understanding of the difference between formal and informal assessment. Formal assessment is often an event while informal assessment is a process and this lends itself to being a mechanism for assessing affect and other human factors related behaviours. This same analogy can be used to pursue the difference between formative and summative assessment. Finally, the chapter talks about opportunities for the longitudinal assessment of performance.
This chapter summarises the main characteristics of the assessment types available to the medical... more This chapter summarises the main characteristics of the assessment types available to the medical educator. Each one of these has potential strengths and weaknesses. The chapter illustrates a simple model for the competency-based assessment of performance. All the tools mentioned in this model are able to assess one or more of the primary or secondary competencies in different environments. The tools described are direct observation of procedural skills (DOPS), objective structured clinical examinations (OSCES), mini-clinical evaluation exercise (mini-CEX), assessment on part-task trainers, selection centre assessments, case-based discussions (CBDS), high fidelity simulation, and incognito patients. The chapter also helps the reader be aware of the strengths and weaknesses of their formats, administration and marking arrangements.
This article explores how Levy's &amp... more This article explores how Levy's 'Nut Island effect' can be used to help identify health-care teams at risk of becoming isolated, disenchanted and separated physically and psychologically from senior management. Such isolation can lead to disastrous effects.
A B S T R A C T Context: Medical schools in Australasia are using a range of initiatives to incre... more A B S T R A C T Context: Medical schools in Australasia are using a range of initiatives to increase the number of graduates working outside major centres. This article describes the design, implementation and selected outcomes of the University of Auckland's regional-rural program, Pkawakawa. The program is based on a 'hub and spoke' model located in Northland, New
As the world becomes "flattened" and travel is ... more As the world becomes "flattened" and travel is easier, doctors and other health professionals move and live around the world in large numbers: some for short periods (such as student electives) others on a longer-term or permanent basis. Similarly, as wider migration patterns play out, all doctors need to learn to work in multi-cultural environments, whether they move countries or work in their "home country". We consider cross-cultural aspects of "professionalism" in terms of medical students' and graduates' assimilation into different cultures and some of the aspects of professional practice that may be problematic where cultural expectations and practices may differ. Specifically we explore professional socialization, identity formation, acculturation and cultural competency as related concepts that help our understanding of challenges for individuals and strategies for curriculum development or support mechanisms.
British journal of hospital medicine (London, England : 2005), Jan 2, 2015
This article discusses how doctors in training and medical students' routine, formal and mean... more This article discusses how doctors in training and medical students' routine, formal and meaningful engagement in quality improvement initiatives is a vital component of establishing a 'culture of care'.
British journal of hospital medicine (London, England : 2005), 2011
This article examines the links between medical professionalism and medical leadership and discus... more This article examines the links between medical professionalism and medical leadership and discusses how the values that are required to be a 'good doctor' are the same as a 'good leader'. The potential of this overlap to inform the debate on developing and assessing both medical leadership and professionalism is evaluated.
British journal of hospital medicine (London, England : 2005), 2011
As leadership and management are increasingly seen as a vital part of the doctor's daily repe... more As leadership and management are increasingly seen as a vital part of the doctor's daily repertoire, medical schools are starting to implement leadership development programmes as a routine part of the curriculum with opportunities for some students to take extended study in leadership.
British journal of hospital medicine (London, England : 2005), 2010
Equality and diversity are central to education and health services, in terms of both employment ... more Equality and diversity are central to education and health services, in terms of both employment and service delivery. Clinical teachers need to be able to support students and trainees around equality issues, have the confidence to challenge discriminatory practice and provide an inclusive and safe learning and teaching environment.
Medical education in Aotearoa/New Zealand has a critical role to play in producing a health profe... more Medical education in Aotearoa/New Zealand has a critical role to play in producing a health professional workforce that is prepared to meet the challenge of addressing Māori health. While cultural competence is an important aspect of this, we argue that Māori health is an educational domain in its own right with distinct learning objectives and educational approaches. An emerging consensus as to the optimal graduate outcomes and key components of a Māori health curriculum is supported by a growing international evidence base in indigenous health education. Several significant challenges exist, many of which can be overcome by reorienting institutional systems, structures and processes to support effective Māori health teaching and learning. We recommend a combination of immersed, integrated and independent teaching and learning approaches in order to promote high-quality outcomes.
Calls for greater collaboration amongst health professionals and for programmes to support this a... more Calls for greater collaboration amongst health professionals and for programmes to support this are not new, nor are they likely to diminish. While various interventions have been adopted to improve collaboration, the literature suggests that these have neither been well-informed with a strong conceptual base nor have they accounted for the context in which the health professionals work. In this study, interviews of senior doctors and nurses in two hospital-based services explored experiences of interprofessional collaboration and the processes involved. A framework based on activity theory was used to analyse the data. The data suggest a dichotomy between nurses as collectivist, protocol and systems-driven and doctors as individualist and autonomy-driven, although this played out differently in each service. Unless such complexities and contextual factors are addressed in the preparation for collaboration it will continue to fall short.
When designing and conducting assessments, a number of key principles need to be considered. Each... more When designing and conducting assessments, a number of key principles need to be considered. Each of these principles has an impact on the trustworthiness of an assessment. This chapter discusses some of the principles of assessment including validity, reliability, specificity, feasibility and fidelity. It provides an understanding of the difference between formal and informal assessment. Formal assessment is often an event while informal assessment is a process and this lends itself to being a mechanism for assessing affect and other human factors related behaviours. This same analogy can be used to pursue the difference between formative and summative assessment. Finally, the chapter talks about opportunities for the longitudinal assessment of performance.
This chapter summarises the main characteristics of the assessment types available to the medical... more This chapter summarises the main characteristics of the assessment types available to the medical educator. Each one of these has potential strengths and weaknesses. The chapter illustrates a simple model for the competency-based assessment of performance. All the tools mentioned in this model are able to assess one or more of the primary or secondary competencies in different environments. The tools described are direct observation of procedural skills (DOPS), objective structured clinical examinations (OSCES), mini-clinical evaluation exercise (mini-CEX), assessment on part-task trainers, selection centre assessments, case-based discussions (CBDS), high fidelity simulation, and incognito patients. The chapter also helps the reader be aware of the strengths and weaknesses of their formats, administration and marking arrangements.
This article explores how Levy's &amp... more This article explores how Levy's 'Nut Island effect' can be used to help identify health-care teams at risk of becoming isolated, disenchanted and separated physically and psychologically from senior management. Such isolation can lead to disastrous effects.
A B S T R A C T Context: Medical schools in Australasia are using a range of initiatives to incre... more A B S T R A C T Context: Medical schools in Australasia are using a range of initiatives to increase the number of graduates working outside major centres. This article describes the design, implementation and selected outcomes of the University of Auckland's regional-rural program, Pkawakawa. The program is based on a 'hub and spoke' model located in Northland, New
As the world becomes "flattened" and travel is ... more As the world becomes "flattened" and travel is easier, doctors and other health professionals move and live around the world in large numbers: some for short periods (such as student electives) others on a longer-term or permanent basis. Similarly, as wider migration patterns play out, all doctors need to learn to work in multi-cultural environments, whether they move countries or work in their "home country". We consider cross-cultural aspects of "professionalism" in terms of medical students' and graduates' assimilation into different cultures and some of the aspects of professional practice that may be problematic where cultural expectations and practices may differ. Specifically we explore professional socialization, identity formation, acculturation and cultural competency as related concepts that help our understanding of challenges for individuals and strategies for curriculum development or support mechanisms.
British journal of hospital medicine (London, England : 2005), Jan 2, 2015
This article discusses how doctors in training and medical students' routine, formal and mean... more This article discusses how doctors in training and medical students' routine, formal and meaningful engagement in quality improvement initiatives is a vital component of establishing a 'culture of care'.
British journal of hospital medicine (London, England : 2005), 2011
This article examines the links between medical professionalism and medical leadership and discus... more This article examines the links between medical professionalism and medical leadership and discusses how the values that are required to be a 'good doctor' are the same as a 'good leader'. The potential of this overlap to inform the debate on developing and assessing both medical leadership and professionalism is evaluated.
British journal of hospital medicine (London, England : 2005), 2011
As leadership and management are increasingly seen as a vital part of the doctor's daily repe... more As leadership and management are increasingly seen as a vital part of the doctor's daily repertoire, medical schools are starting to implement leadership development programmes as a routine part of the curriculum with opportunities for some students to take extended study in leadership.
British journal of hospital medicine (London, England : 2005), 2010
Equality and diversity are central to education and health services, in terms of both employment ... more Equality and diversity are central to education and health services, in terms of both employment and service delivery. Clinical teachers need to be able to support students and trainees around equality issues, have the confidence to challenge discriminatory practice and provide an inclusive and safe learning and teaching environment.
Medical education in Aotearoa/New Zealand has a critical role to play in producing a health profe... more Medical education in Aotearoa/New Zealand has a critical role to play in producing a health professional workforce that is prepared to meet the challenge of addressing Māori health. While cultural competence is an important aspect of this, we argue that Māori health is an educational domain in its own right with distinct learning objectives and educational approaches. An emerging consensus as to the optimal graduate outcomes and key components of a Māori health curriculum is supported by a growing international evidence base in indigenous health education. Several significant challenges exist, many of which can be overcome by reorienting institutional systems, structures and processes to support effective Māori health teaching and learning. We recommend a combination of immersed, integrated and independent teaching and learning approaches in order to promote high-quality outcomes.
Calls for greater collaboration amongst health professionals and for programmes to support this a... more Calls for greater collaboration amongst health professionals and for programmes to support this are not new, nor are they likely to diminish. While various interventions have been adopted to improve collaboration, the literature suggests that these have neither been well-informed with a strong conceptual base nor have they accounted for the context in which the health professionals work. In this study, interviews of senior doctors and nurses in two hospital-based services explored experiences of interprofessional collaboration and the processes involved. A framework based on activity theory was used to analyse the data. The data suggest a dichotomy between nurses as collectivist, protocol and systems-driven and doctors as individualist and autonomy-driven, although this played out differently in each service. Unless such complexities and contextual factors are addressed in the preparation for collaboration it will continue to fall short.
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Papers by Judy McKimm