How do you judge and assess competence? Competence and competency development are complex constructs that we as healthcare educators are asked to deconstruct, teach, assess, and provide feedback to our learners and key stakeholders in our health education community.
In this session, we will explore how best to align assessment methods to competency development in health education. We will take an evidence-based approach to think meaningfully and pragmatically about what assessment method or methods could be used at what time and for what purpose. Discussions will revolve around providing valid evidence to support the use of methods chosen and the interpretations of the data generated in order to support learning and making decisions about student competency progression.
Biography of the speaker:
Dr. Hecker is a Professor of Health Professions Education in the Faculty of Veterinary Medicine with a joint appointment in the Cumming School of Medicine at the University of Calgary, Canada. He is the inaugural Chief Assessment Officer for the International Council for Veterinary Assessment. Dr Hecker studies performance in health professions education focusing in three areas: 1) Selection of applicants; 2) Assessment of student/trainee competency development across the health care continuum; and 3) The application of neuroimaging methods (functional magnetic resonance imaging [fMRI] and electroencephalography [EEG]) to assess learning, reasoning and decision making.
Dr. Hecker works at the intersection of measurement, learning, education, neuroimaging, and psychology. His collaborations with neuroscientists, psychologists, clinicians, and educators have led to some of the first novice expert studies assessing the neural correlates of learning, reasoning, and clinical decision-making. He is the Principal Investigator of The Health Education Neuroassesment Laboratory (THENaL), a Canada Foundation for Innovation funded lab, where a multidisciplinary team combine brain imaging techniques (i.e., EEG and fMRI) with educational and assessment methods to explore how neuroeducation studies could inform learning, decision making, teaching and assessment practices in health professions education.