Joined January 2016
Longitudinal assessment of medical student performance across competency domains is made more difficult by the variety of testing tools utilized. The Center for Teaching & Learning at Thomas Jefferson University and an industry partner collaborated with the Sidney Kimmel Medical College (SKMC) to develop aggregating software that enables individual students as well as faculty and administration to monitor progress and areas for improvement.
JeffCAT (Jefferson Competency Assessment Tool) is a flexible, expandable database designed to aggregate questions, test scores and descriptive data from multiple sources. Simple role-based interfaces allow users to easily see strengths and deficiencies, from single assessment information to a longitudinal view of curricular progress. A taxonomy for item mapping based on SKMC graduation competencies, Association of American Medical Colleges’ Entrustable Professional Activities, and Accreditation Council for Graduate Medical Education Milestones provides a multi-faceted view of student strengths and competency gaps as well as a high level overview of curriculum content.
2019 spring consortium meeting
Poster presented: Assessment and HSS at Jefferson (PDF)
Project 1: Mapping each assessment to session learning objectives as well as to SKMC Graduation Competencies, AAMC competencies and EPAs will allow more accurate competency ascertainment by aggregating many data points of various modes of assessment to these outcomes for individual learners. This information could be used for an educational handover or for identifying gaps to target for improvement. It can also be used at the cohort level to assess curricular components. This tool would be appropriate for both UME and GME purposes.
Project 2: SKMC’s new four year curriculum, JeffMD has been designed with a longitudinal HSS thread. Phase 1 of this curriculum has been launched with HSS concepts integrated throughout case-based learning sessions, patient panels and lectures. It also includes an experiential component as student advocates at our clinical sites to address non-medical barriers to care with documentation in the EHR. Students are supervised by community health workers and a social worker applying HSS principles in these encounters. Integration of HSS into Phases 2 and 3 of the curriculum is currently underway.
Principal investigator: Steven Herrine, MD, vice dean