Health Profession Education Assessment - Webinar

Anthony Seto BHSc(Hons) MD CCFP(EM)

Clinical Assistant Professor

Cumming School of Medicine, University of Calgary

"Prez Drillz" is a medical student session to practice oral case presentation skills. A group of five students go through two simulated drills each, where they listen to an audio file of a patient encounter and then present cases orally to peers and a preceptor. Assessment is in the form of self-reflection, peer feedback, and facilitator feedback. Preceptors also fill out an assessment form based on the Entrustable Professional Activity of "presenting a clinical encounter". Preceptors are provided with example criteria to help categorize learners on a scale of needs "complete supervision" to "independence".

Anthony Seto is a physician in urgent care centres, rural emergency departments, and large-scale events such as electronic dance music festivals. He enjoys developing unique, creative, and practical curricula for medical trainees and healthcare professionals. He chairs the "Intro to Clinical Practice" course at the University of Calgary, where simulations, escape games, and exciting audiovisual experiences are the norm.

Dr. Dixon Thomas

College of Pharmacy, Gulf Medical University, UAE

The Neuron Model developed by the author was used to visualize Interprofessional Education (IPE) & Care (IPC) and Evidence-Based Practice (EBP) on how they inter‐ face. Interprofessional care is like an axon that delivers patient care all at once. Different professionals and their sciences are like the axon terminals which travel out from the axon in different routes for specialization. Learning happens with each patient encounter and with more extensive studies that generate higher-quality evidence.

Dr. Dixon Thomas is working as an Associate Professor and Associate Dean Clinical at the College of Pharmacy, Gulf Medical University (GMU), Ajman, United Arab Emirates. In addition, he is the Chair of the GMU Interprofessional Education Committee. He also practices as a Drug Information & Evidence-Based Pharmacy Specialist at Thumbay University Hospital.

Dr. Seeba Zachariah

Affiliation:

Gulf Medical University-Thumbay University Hospital Academic Health System, Ajman, United Arab Emirates

A detailed, validated rotation evaluation form is used to provide daily feedback, and mid and end-of-rotation evaluation with documentary evidence. It has elements of information management, clinical competencies like problem-solving indirect patient care, and related abilities, communication, collaboration, respect, etc. which are assessed. As we can now use the clinical rotation evaluation to the fullest, it aligns well with the new clinical learning objectives. Only the end of the rotation is summative.

Dr. Seeba Zachariah is a Clinical Assistant Professor at Gulf Medical University (GMU). She is also a major preceptor for drug information and cardiology rotations at the GMU campus hospital, Thumbay University Hospital. She has her PhD in Pharmacy Practice and American Board Certification in Pharmacotherapy Specialty.

Shehnaaz mohamed RN CDE CCNC MScHEB(c)

Assistant Professor- Clinical

University of Calgary

Jawaher Matiullah

Nursing Student

University of Calgary in Qatar

Under three learning domains in clinical, students are encouraged to reflect on an exemplar situation during the shift or difficult situations to observe how they will respond, what were their strengths, and areas they could improve on. We saw students grow, they became more reflective, they saw themselves improve and got excited about learning - they also became more self-directed. This presentation will look at how to evaluate students in a clinical practicum which translates into their growth and meeting their entry to practice competencies.

Shehnaaz Mohamed is a clinical nursing instructor with the University of Calgary- Qatar. Her journey as an educator in Qatar started with training diabetes educators. Her passion is improving patient outcomes by being an effective nurse, and it comes from working as a critical care nurse for about 20 years in different areas such as ICU, CCU, and Emergency dept. Her main research area is looking at formative assessment in clinical practicums, and how can clinical assessments be improved with evidence-based strategies.

Jawaher Matiullah is a fourth year Bachelor of Nursing student. She has worked as an undergraduate learning assistant for Maths, statistics, biochemistry, biology, and clinical courses. She has also participated in the IPE debate and team challenge in Qatar University. In addition, she has been a part of UREP research and helped in collecting data from the hospital. Finally, she has served as the executive secretary and Vice President Academic of the Nursing student society (NSSQ) for two years.

Elham Al Omari MScN RN
Assistant Professor- Teaching
University of Calgary Qatar
 
Roqaia Dorri MScN RN
Assistant Professor- Teaching
University of Calgary Qatar

The course includes the application of concepts, theories, and evidence related to the care of well and stable infants, children, adolescents, and childbearing individuals in the context of person- and family-centered care. Students learn to conduct family and mental health assessments. Preparation to care for families experiencing various transitions across diverse practice settings is a focus.

Elham Al-Omari is a nursing faculty member who has extensive clinical nursing work experience in many countries for over twenty years. She graduated with a Bachelor of Nursing in 2003 from Jordan University of Science and Technology and completed a two year after degree Bachelor of Nursing from University of Lethbridge. Elham has been an active faculty member in research and nursing education for many years.

Roqaia Dorri, RN, MN. An academic and clinical advanced nurse with twenty years of national and international experience. She is currently a Nursing faculty a UCQ. She has extensive experience in the fields of clinical nursing and teaching. My teaching philosophy is based on actively engaging learners, focusing on knowledge application, integration and encouraging students to commit to continuous improvement.

Alina Botis, RN, MN, BScN, BA Assistant Teaching Professor

University of Alberta, College of Health Sciences, Faculty of Nursing

This acute care practicum builds on the concepts and intentional clinical learning from previous nursing foundations courses. The assessment within the practicum focuses on integrating prior learning to move towards providing comprehensive patient and family centered care and socialization to the role of the nurse in an acute care setting.

Alina Valeria Botis is an Assistant Teaching Professor at the Faculty of Nursing, University of Alberta. She previously worked as a Teaching and Learning Specialist at the Center for Teaching and Learning, University of Calgary in Qatar. Alina is equally committed to excellence in nursing education by creating and supporting a culture that integrates evidence-based practice and professional development.

Amal Ahmed, Instructor

University of Calgary in Qatar (Former)

Students are introduced to the study of human body along with concepts relating to basic biochemical processes, cellular physiology of tissues and body systems are covered. Using video assignments, students are expected to describe the structure and function of the body systems and describe how the body maintains homeostasis.

An instructor of the biological sciences for the past 9 years. Amal has a Bachelors in biochemistry, a BEd and a Master's in biotechnology. She is passionate about innovative assessments.

Kara Sealock EdD MEd BN RN CNCC(C) CCNE Senior Instructor

Faculty of Nursing, University of Calgary, Alberta, Canada

The assessment design measures the theoretic understanding of the holistic experience of acuity and life-threat for individuals and families is presented. Epidemiology, pathophysiology, diagnostic studies, complex physical and other nursing assessments relevant to common life-threatening health challenges, including mental health disorders is also evaluated.

Dr. Kara Sealock has extensive experience teaching undergraduate nursing courses related to pathophysiology, assessment, pharmacology, and nursing interventions. She has graduate degrees in education and adult learning. Her research interests include adult learning with specific attention to cognitive levels of learning in clinical and theoretical environments.

Lamis R. Karaoui, Clinical Associate Professor, Pharmacy Practice; Assistant Dean for Student Affairs and Director of Experiential Education,

Soumana Nasser, Clinical Associate Professor, Chairperson, Pharmacy Practice

Roy Kanbar, Associate Professor, Pharmaceutical Sciences; Associate Dean for Academic Affairs

Naser Alsharif, Professor and Dean

Imad Btaiche, Professor and Former Dean

Lebanese American University - School of Pharmacy Byblos, Lebanon

P3 students’ readiness for APPEs is assessed via an Objective Structured Clinical Examinations (OSCEs) focused on pain management. Students’ knowledge and readiness are assessed at four different stations: Station I: communication with a simulated patient; Station II: patient education; Station III: communication with a simulated healthcare provider (physician); and Station IV: written exam covering medication dose calculation with opioid conversions. Two assessment forms (evaluation rubrics) are used.

Dr. Lamis Karaoui is a Clinical Associate Professor of Pharmacy Practice and the Director of Experiential Education and Assistant Dean for Student Affairs at the Lebanese American University (LAU) – School of Pharmacy (SOP). Dr. Karaoui is a Board-Certified Pharmacotherapy Specialist and holds a diploma in clinical simulation offered by the LAU School of Medicine and the University of Illinois at Chicago.

Dr. Hassaan A. Rathore Associate Professor

College of Pharmacy, QU Health Qatar University

Human Structure and Function includes study of the cells, chemistry, tissues, amongst others. In conjunction with classroom instruction, the anatomy and physiology lab component for this course requires students to apply knowledge from the classroom to Team Based Learning (TBL) and critical thinking application exercises. Assessment strategies in this course include MCQs, TBL assessment, assignment, peer instruction, True/False, Poll competitions, Think-pair-share, and 3-2-1 to stimulate student reflection.

Dr. Hassaan Rathore is an Associate Professor of Pharmaceutical Sciences at the College of Pharmacy, Qatar University. His expertise is human physiology teaching and research via In vivo experimentation in neuro‐ humoral control of cardiovascular & renal function in health and disease.

Faisa Farah, RN, MSN

Assistant Professor- Teaching

University of Calgary in Qatar

Through a concept-map assignment, students explore nursing as a knowledge profession, with a focus on nurses’ theoretical knowing, ways of thinking and reasoning, evidence informed practice, and the collaborative nature of nursing in an interprofessional team. Students develop a beginning understanding of nursing practice within a person-and family-centered framework.

Faisa Farah has over 15 years of experience in nursing practice and education experience. Faisa is currently working as a Nursing Instructor at the University of Calgary in Qatar.  In her line of work, she is passionate about cultural competency, reflective and ethical nursing practice. Her focus areas include strengthening nursing education in Qatar through curriculum development and evaluation, research in academic integrity in higher education and improving student assessments tools.

Dr. Soney M Varghese

Asst. Professor of Nursing, College of Nursing

Gulf Medical University, Ajman, UAE

Measuring the achievement of course learning and program learning outcome in students is done through various assessment methods. It is important to be knowledgeable about the significance of using Rubrics as an assessment tool which would lead to its successful implementation. Rubrics should be aligned and prepared objectively. Rubrics clarify the depth of understanding of an assignment’s specific components and permit students to understand what they have learned and what they still need to learn. This session will elaborate on the development of well-written rubrics, that was used to easily match the description with the student’s performance, which helps to remove the subjectivity in grading.

Dr. Soney M Varghese is working as an Asst. Professor at the College of Nursing, Gulf Medical University (GMU), Ajman, United Arab Emirates. She also functions as the Chair of the Assessment Committee.

Dr. Muhammad Abdul Hadi

College of Pharmacy, Qatar University

Final year MPharm students undertake an individual re‐ search project under the supervision of academic staff. The resulting project is assessed using various strategies.

Dr Hadi is an Associate Professor of Clinical Pharmacy and Practice. He has published over 75 papers in international peer-reviewed journals. His research interest includes Medication safety, Pharmacy Education and Pharmaceutical Health Service Research

Dr. Sowndramalingam Sankaralingam

Qatar University / College of Pharmacy

The Patient Assessment Laboratory Course is designed to introduce the pharmacy students to the various techniques and tools necessary to conduct physical examinations and to monitor changes caused by common disease states and drug therapy. In addition, this course helps the students to interpret physical examination findings and to evaluate patient information from patient charts to make appropriate decisions regarding the health status of the patient, and their drug therapy needs.

Dr. Sankaralingam is an Associate Professor in the College of Pharmacy at Qatar University. He graduated from MGR Medical University, India and received a PhD degree in Physiology from the University of Alberta, Canada. He teaches pathophysiology, pharmacology and patient assessment courses to the undergraduate BSc Pharmacy and PharmD programs.

Ahsan Sethi

Department of Public Health, College of Health Sciences, QU Health, Qatar University

This course will provide students with a grounding in research method‐ ologies and methods that are commonly used in education generally and health professional education specifically. There is consideration of specific outcomes measures, with emphasis on aspects of validity, reliability, and trustworthiness. Various strategies are utilized to assess the diverse components of the course.

Dr. Ahsan Sethi is working as an Assistant Professor the in Department of Public Health, College of Health Sciences, QU Health, Qatar University. He is also the program coordinator for Certificate/Master's in health Professions Education. Dr. Sethi currently teaches undergraduate and postgraduate Health Professions Education, as well as Public Health courses.

Nashiru Billa

Qatar University

The course is designed to provide pharmacy students with an understanding of the biopharmaceutical aspects as well as the science of design, formulation and dispensing of conventional solid, semisolid and gaseous dosage forms. Students are assessed through pooled individual responses and then across by the general performance of the students.

Professor Mohamed Izham Mohamed Ibrahim

College of Pharmacy, Qatar University

To understand both quantitative and qualitative designs in pharmacy. The course covers a broad range of research topics at the introductory to intermediate level. Students will develop foundational knowledge and skills in research methods and ethics that will be applied in pharmaceutical sciences and pharmacy practice research. Assessments used in the course assess students knowledge of grant writing, reviews, and exams.

Dr Izham has been teaching graduate students for more than 20 years. Among the topics are research methods and biostatistics in healthcare research. He has published around 300 articles and edited 8 books.

Yasin M. Yasin, RN, PhD

University of Doha for Science and Technology

Students examine concepts, theories, and evidence related to nursing leadership and management within an intra- and inter-professional context. Students gain competence in power dynamics, human resource management, principles of assignment and delegation, conflict resolution, and program planning and evaluation. Organizational dynamics and working with inter-professional teams are a focus. Students are assessed through a critical analysis of a significant issue related to clinical leadership.

Dr. Yasin has over 20 years of international experience in academic and clinical setting, and he holds two master’s degrees in nursing and business administration. He received his PhD in nursing from University of Western Ontario in 2020. Dr. Yasin has several publications in highly ranked journals. His research program includes aligned health service delivery, healthy work environment, and nursing education.

Dilshad Pirani, Associate Professor, University of Calgary in Qatar

John Michael Glodoveza and Taposhe Jamela, Undergraduate Learning Assistant, 4th-year Nursing Students

The University of Calgary in Qatar (Nursing Alumni)

Students examine concepts, theories, and evidence related to nursing leadership and management within an intra- and inter-professional context. Students gain competence in power dynamics, human resource management, principles of assignment and delegation, conflict resolution, and program planning and evaluation. Students individually present a TedTalk on an area of interest reflecting on their clinical practice experiences based on the nursing Entry to Practice Competencies of the leader and professional.

Dilshad Pirani is a senior nursing instructor who joined the University of Calgary in Qatar (UCQ) in August 2018. She has more than 20 years of nursing experience in various capacities, nursing instructor, and nurse manager; she has worked in Pakistan, USA, Canada, Tanzania, and Qatar. Her major interests are experiential learning and leadership in innovative approaches to pedagogy.

Taposhe Jamela was an undergraduate nursing student (class of 2022) at the University of Calgary in Qatar. She played the role of undergraduate learning assistant in the NURS 408 course. Part of her role was to advocate for students' perspectives in assignment planning and implementation. In addition to that, she conducted a TedTalk feedback session with students and formulated a revised rubric with her instructor and colleague.

John Michael Glodoveza was an undergraduate nursing student (class of 2022) at the University of Calgary in Qatar. He played the role of undergraduate learning assistant (ULA) in the NURS 408 course. He has been involved in curriculum development at UCQ as a student council personnel. As a ULA he completed the assignment along with students in real-time to test its viability.