Assessing Health Professional Education is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play in assessing the knowledge, skills, and attitudes of all learners and educators across the education to practice continuum. The workshop focused on assessing both individuals as well as team performance. This report discusses assessment challenges and opportunities for interprofessional education, team-based care, and other forms of health professional collaborations that emphasize the health and social needs of communities.

Contents

• THE NATIONAL ACADEMIES
• PLANNING COMMITTEE FOR ASSESSING HEALTH PROFESSIONAL EDUCATION
• GLOBAL FORUM ON INNOVATION IN HEALTH PROFESSIONAL EDUCATION
• Reviewers
• Acknowledgments
• Acronyms and Abbreviations
• Background
  • KEY ASPECTS OF THE WORKSHOP
  • REFERENCES
• 1. Setting the Stage
  • THE PURPOSE OF ASSESSMENT
  • STRUCTURE AND IMPLEMENTATION OF ASSESSMENT
  • MAKING ASSESSMENT MEANINGFUL
  • REFERENCES
• 2. Practical Examples of Health Professional Education Assessment
  • TEAM-BASED CARE AND COMMUNICATION
  • ASSESSING INTERPROFESSIONAL PROFESSIONALISM
  • ASSESSING IPE TEACHING AND LEARNING PERSPECTIVES
  • THE MESSINESS OF ASSESSING TEAMS
  • REFERENCES
• 3. Assessment as an Agent for Change
  • Health Professionals for a New Century: Problem Statement
  • TABLE 1 QUESTION
  • TABLE 2 QUESTION
  • TABLE 3 QUESTION
  • TABLE 4 QUESTION
  • TABLE 5 QUESTION
  • TABLE 6 QUESTION
  • TABLE 7 QUESTION
  • REFERENCES
• 4. Technology and Innovation from Education to Practice
  • AMERICAN NURSE PRACTITIONER FOUNDATION AND THE LEADING REACH PATIENT ENGAGEMENT MOBILE PLATFORM
  • IMPROVING NURSING SKILLS THROUGH SIMULATION: TOOLS FOR ASSESSING IMPACTS ON PATIENT SAFETY
  • ASSESING VIRTUAL LEARNING AND TEACHING THROUGH THE KHAN ACADEMY PLATFORM
  • EXPANDING QUALITY EDUCATION THROUGH TECHNOLOGY
  • REFERENCES
• 5. Strategies for Overcoming Challenges in Measuring Interprofessional Education
  • ASSESSING THE INTERPROFESSIONAL LEARNER FROM EDUCATION TO WORKPLACE
  • THE ROLE OF PROFESSIONAL ASSOCIATIONS IN MEASURING THE EFFECTIVENESS OF NEW TECHNOLOGIES, METHODOLOGIES, AND PEDAGOGY
  • ASSESSMENT OF TEAMS AND COLLABORATIONS IN COMMUNITY-BASED ACTIVITIES AND OUTPATIENT TEAMS
  • ROLE OF HEALTH SYSTEM USERS (SICK AND WELL PERSONS) IN ASSESSMENT OF EDUCATION, COMMUNITY HEALTH INTERVENTIONS, AND HEALTH CARE
  • LOOKING FORWARD
  • IDEAS FOR FUTURE STEPS
  • REFERENCES
• APPENDIXES
  • Appendix A Workshop Agenda
  • Appendix B Models and Tools Discussed at the Workshop
  • Appendix C October 9, 2013, Poster Session: Abstracts
  • Appendix D Summary of Updates from the Innovation Collaboratives
  • Appendix E Speaker Biographical Sketches

Rapporteur: Patricia A. Cuff.

This activity was supported by contracts between the Academic Consortium for Complementary and Alternative Health Care, the Academic Council of the American Physical Therapy Association, the Academy of Nutrition and Dietetics, the Accreditation Council for Graduate Medical Education, the Aetna Foundation, the Alliance for Continuing Education in the Health Professions, the American Academy of Family Physicians, the American Academy of Nursing, the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Association of Nurse Anesthetists, the American Association of Nurse Practitioners, the American Board of Family Medicine, the American Board of Internal Medicine, the American College of Nurse-Midwives, the American Congress of Obstetricians and Gynecologists/American Board of Obstetrics and Gynecology, the American Dental Education Association, the American Medical Association, the American Occupational Therapy Association, the American Psychological Association, the American Society for Nutrition, the American Speech-Language-Hearing Association, the Association of American Medical Colleges, the Association of American Veterinary Medical Colleges, the Association of Schools and Colleges of Optometry, the Association of Schools and Programs of Public Health, the Association of Schools of the Allied Health Professions, the Atlantic Philanthropies, the China Medical Board, the Council of Academic Programs in Communication Sciences and Disorders, the Council on Social Work Education, Ghent University, the John A. Hartford Foundation, the Josiah Macy Jr. Foundation, Kaiser Permanente, the National Academies of Practice, the National Association of Social Workers, the National Board for Certified Counselors, Inc. and Affiliates, the National League for Nursing, the National Organization of Associate Degree Nursing, the Physician Assistant Education Association, the Robert Wood Johnson Foundation, the Society for Simulation in Healthcare, the Uniformed Services University of the Health Sciences, and the Veterans Health Administration. The views presented in this publication do not necessarily reflect the views of the organizations or agencies that provided support for the activity.

Suggested citation:

IOM (Institute of Medicine). 2014. Assessing health professional education: Workshop summary. Washington, DC: The National Academies Press.

NOTICE: The workshop that is the subject of this workshop summary was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine.