This event has ended. Create your own event → Check it out
This event has ended. Create your own
View analytic
Sunday, February 26 • 12:45pm - 1:30pm
DEER VALLEY - [Oral Presentation] 3. Development and Validation of an Inquiry Assessment Tool for the UCSF Bridges Curriculum: A Modified Delphi Study

Sign up or log in to save this to your schedule and see who's attending!

1:15 PM - 1:30 PM

Development and Validation of an Inquiry Assessment Tool for the UCSF Bridges Curriculum: A Modified Delphi Study

S. Brondfield, C. Boscardin, G. Strewler, K. Hauer, M. Hermiston, K. Hyland, S.A. Oakes, University of California, San Francisco
Abstract Body: Introduction The new UCSF Bridges curriculum teaches an ‘inquiry habit of mind’: the process of approaching the unknown with curiosity and skepticism, challenging current concepts, and creating new knowledge. The four-year curriculum includes weekly inquiry small group cases, didactic immersions, and individualized capstone projects. To assess inquiry habit development, a tool is needed to enable faculty to monitor students’ behaviors and provide feedback. Research question We aimed to develop and validate a tool for small group facilitators to assess early medical students’ inquiry behaviors. Methods We followed established guidelines for designing an assessment tool and gathered evidence for content validity. We conducted a literature review to identify essential inquiry elements, verified findings with a UCSF expert faculty focus group, and synthesized the literature and feedback into 40 inquiry behaviors for faculty facilitators to assess. UCSF faculty educators (n=33) and final-year Health Professions Education Pathway medical students (n=14) participated in a modified Delphi survey using a Likert scale (1=absolutely do not include, 5=very important) to verify and refine the behaviors. In the second round, participants rerated each item after viewing their individual first round responses alongside the group’s mean and standard deviation data (n=31 faculty and 10 students). Inclusion threshold was a second-round median rating of 5 with 70% consensus. In three structured cognitive interviews with expert faculty educators who had not participated in the Delphi study, identified items were further refined for clarity. The authors then wrote anchors and descriptors. The tool was piloted with first-year medical student inquiry small group facilitators. Results Two-round response rate was 77% (79% faculty, 71% students). Five items met the threshold: Does the student 1) select relevant questions to pursue? 2) justify explanations with evidence? 3) critically evaluate his/her explanation in light of alternative possibilities? 4) allow for the possibility that his/her own knowledge may not be completely correct? 5) collaborate well with peers? After a pilot, the authors reviewed the data, and three small group instructors provided additional feedback; the anchors were edited with simplified descriptors. Tool implementation is ongoing. Discussion We designed and began to validate an inquiry assessment tool for early medical students. Challenges included capturing the inquiry concept while keeping the tool short, and difficulty observing complex small group behaviors for every student. Focus groups are planned to solicit feedback from facilitators and students. We hope to promote inquiry skillset acquisition by clarifying these behaviors and guiding feedback to students with this assessment tool. 

avatar for Katherine Hyland

Katherine Hyland

Professor, University of California, San Francisco
- UME, Genetics and Biochemistry | - Curriculum Development | - Faculty Development | - Active Learning/Flipped Classroom | - Peer Review of Teaching

Sunday February 26, 2017 12:45pm - 1:30pm

Attendees (18)