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Medical Council of Canada 103rd Annual Meeting
Pushing the Boundaries of Medical Licensing Examinations by Applying a Programmatic Framework
Objectives
1. Review the assessment needs in order to fulfill the new Blueprint
2. Describe the elements of programmatic assessment
3. Propose a model for national programmatic approach to our assessment
Speakers
Claire Touchie, MD, MHPE, FRCPC• Chief Medical Education Advisor, MCC
Cees van der Vleuten, PhD• Professor, Director, School of Health Professions Education,
University of Maastricht
André De Champlain, PhD• Director, Psychometric and Assessment Services, MCC
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Claire Touchie, MD, MHPE, FRCPCSeptember 27, 2015
Where are the gaps?
Beyond the MCCQE Part I and Part II exams to
better meet our Blueprint:
Setting the scene
• Where we are• Where the new Blueprint is taking us• What are the gaps?• How can we address them?
Today’s MCC Examination Landscape
• Blueprint: Based on discipline
Part I196
MCQs
36 CDM Cases
Part II
12 OSCE
Stations
Assessment Continuum
UGME PGME Practice
Part I Part II
NAC OSCE
Certification
8
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Physician
Activities
Assessment/Diagnosis
Management
Communication
Professional Behaviors
New MCC Blueprint
9
Decision 1Entry to residency
MCCQE Part I
Decision 1: Entry into residency
11
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Row Percent
Physician
Activities
Assessment/Diagnosis 30
Management 20
Communication 30
Professional Behaviors 20
Column Percent 20 30 30 20 100
Entry to residency
12
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Row Percent
Physician
Activities
Assessment/Diagnosis 45±5
Management 35±5
Communication 10±5
Professional Behaviors 10±5
Column Percent 20±5 35±5 30±5 15±5 100
Part I – Test Specifications
These weights were approved by CEC in June 2015
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Row Percent Part I Gap
Physician
Activitie
s
Assessment/Diagnosis 30±5 45±5
Management 20±5 35±5 Communication 30±5 10±5
Professional Behaviours 20±5 10±5
Column Percent 20±5 30±5 30±5 20±5 100
Part I 20±5 35±5 30±5 15±5
Gap
Entry into Residency - Gaps
14
15
New MCC Blueprint
Decision 1Entry to residency
MCCQE Part I
Other Assessments?
How can we fill the gap?
UGME Retreat – June 2015Workplace-based type assessments?• ? Reflections• ?Multisource feedback• ?school OSCE
Other national projects• Pan-Canadian Entrustable Professional Activities at the
UGME/PGME Transition
Decision 2 – Entry to independent practice
18
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Row Percent
Physician
Activities
Assessment/Diagnosis 25
Management 35
Communication 20
Professional Behaviors 20
Column Percent 20 25 35 20 100
Entry to Independent practice
19
Dimensions of Care
Health Promotion and Illness Prevention
Acute Chronic Psychosocial Aspects
Row Percent
Physician
Activities
Assessment/Diagnosis 48
Management 13
Communication 34
Professional Behaviors 5
Column Percent 10 70 14 6 100
Part II Gap Analysis
20
Decision 2 – Entry to independent practice
Decision 2Entry to independent practice
MCCQE Part II
Other assessments?
21
Decision 2 – Entry to independent practice
MCCQE Part II
OSCE
Other Assessments
Assessments informing the licentiate
Assessment Continuum
UGME PGME Practice
Part I Part II
NAC OSCE
CertificationWBAOSCE
Licensure Decision ?
How should we put this all together to make high stakes decisions for licensure?
As you listen to our next two speaker:
1. What are the advantages, in your view, of MCC adopting a programmatic assessment approach?
2. What are the challenges and possible barriers to going beyond the 2 point-in-time examiantions presently required for the LMCC (MCCQE Part I and Part II)
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THANK YOU!THANK YOU!
Questions?
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