Upload
vocong
View
216
Download
0
Embed Size (px)
Citation preview
Formative in-training assessments. How to make them work at a
national level?
Dr Mario Zerafa MD, FRCA, DESA European Diploma in Anaesthesiology and
Intensive Care (EDAIC), Part 2 Subcommittee Chair
Dr Mario Zerafa MD, FRCA, DESA Consultant Anaesthetist Mater Dei Hospital MALTA
Formative in-training assessments. How to make them work at a national level?
• Founders of EDA (then under European Academy) were concerned re official recognition by individual countries
• Rather than concentrating on recognition, EDAIC, ITA and later OLA have been promoted as an educational tool
• Can be used by Heads of department, Directors of training and individuals
• Once examination started proving itself, recognition followed, now standing at 16 countries
Formative in-training assessments. How to make them work at a national level?
• By tailoring the exam to the needs of individual countries it became more attractive
• Different countries have different bodies responsible for education and assessment / accreditation
• Ministry of Health; Ministry of Education; University; National Society of Anaesthesia; etc
Formative in-training assessments. How to make them work at a national level?
• The examination is offered in several languages
• The Part 1 (MCQ) is offered in 12 languages
• All candidates also get the English master version together with their preferred translation
• The Part 2 is offered in English, German, Spanish, French and Swedish ( historical reasons )
• Highly demanding on human resources
EDAIC Recognition
Endorsed by the UEMS (European Union of Medical
Specialists)
Partly (EDAIC Part I) or fully (EDAIC Part I & Part II) mandatory in : Malta (EDAIC Part I & II) Austria (EDAIC Part I) Netherlands (EDAIC Part I) Switzerland (EDAIC Part I) Hungary (EDAIC Part I) Romania (EDAIC Part I) Moldova (EDAIC Part I) Slovenia (EDAIC Part I)
EDAIC Recognition
Recognised as an equivalent to the national board examination in anaesthesiology in: Austria (EDAIC Part I & II) Poland (EDAIC Part I & II) Finland (EDAIC Part I & II) Egypt (EDAIC Part I) Turkey (EDAIC Part I is the Part I of the Turkish Board
examination )
Recognised by the Royal College of Anaesthetists of United Kingdom and the College of Anaesthetists of the Royal College of Surgeons in Ireland exemption from the Primary examinations of both these
colleges.
EDAIC Part I centres in 2017 Argentina Buenos Aires
Armenia Yerevan
Austria Innsbruck Vienna Salzburg
Belgium Ghent Liège
Brazil Florianopolis Fortaleza Rio de Janeiro São Paulo
Czech Republic Prague
Egypt Cairo
65 centres worldwide
Latest exam: 16 September 2017
Finland Helsinki Turku
France Paris
Georgia Tbilisi
Germany Berlin Göttingen
Greece Athens Thessaloniki
Hungary Budapest
India Bangalore
Indonesia Jakarta
Ireland Cork Dublin
Israel Jerusalem
Italy Genoa Milan Rome
Latvia Riga
Lebanon Beirut
Malta Msida
Moldova Chisinau
Morocco Marrakesh
Netherlands Amsterdam Groningen Maastricht Nijmegen Rotterdam Utrecht
Norway Oslo
Oman Muscat
Poland Warsaw
Portugal Lisbon Porto
Romania Bucharest
Russia Moscow St. Petersburg
Serbia Belgrade
Slovenia Ljubljana
Spain Barcelona Bilbao Madrid Marbella Pamplona Valencia Santiago de Compostela
Sweden Lund Uppsala
Switzerland Bern
Turkey Ankara Istanbul
United Kingdom London
Uruguay Montevideo
New in 2017
EDAIC part I centres 2017
The world of EDAIC part I 2017
EDAIC part II centres 2017
Candidates sitting the EDAIC Part II 1985-2016
0
100
200
300
400
500
600
700
800
19
85
19
86
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
20
14
20
15
20
16
Pass Fail
Formative in-training assessments. How to make them work at a national level?
• Linking successful completion to certain rewards
1. Integrating them into a National Curriculum and
making them mandatory to be promoted to e.g. Consultant posts
2. If not mandatory, link them to Salary scale (very powerful incentive !)
Formative in-training assessments. How to make them work at a national level?
• Linking successful completion to certain rewards 3. Link them to other goals
a) allows comparison among candidates in selection for future posts
b) Demonstrates participation in and support of National Exams if the candidate wants to became involved in exam development and learning objectives in their own country – a National level advantage
c) Allows easier movement between countries – an international advantage
Formative in-training assessments. How to make them work at a national level?
• RESPECT for the examination is essential for candidates to participate (especially if they come from countries where formative assessments are not the norm)
• What makes a formative examination worthy of respect? • a. relevance
• b. validity
• c. reliability
• d. transparent process, especially standard setting
Formative in-training assessments. How to make them work at a national level?
• Standard setting • National examinations board
• Balanced composition of assessors
• Sufficient funding • To provide physical resources to deliver the examination/s
• To allow analysis and development of the exam process
• To recruit and train new examiners
• Tests up-to-date relevant knowledge and understanding
• Exam questions correlate with curriculum – important role of EBA
• Transparency – wide national representation on examinations committee, including EBA council member
In summary, personal experiences with the EDAIC exams have been positive, including: • Excellence / Europe-wide quality mark
• Harmonization / comparing standards leading to an impetus for improvement
• Assist countries with training aspiration
• Acceptance by some countries/ help free movement of specialists
• Broad participation (from outside EU)
• Patient safety
• Cooperation: scientific societies, academics
Thanks for your attention.