Tracking performance at the education program objective level: Sounds good in theory, but does it work in practice? (Building Better Curriculum) - March 20, 2024

Recorded On: 03/20/2024

Medical schools must evaluate if students achieve education program objective (EPO) and address suboptimal EPO performance. Thus, assessment performance must be tracked at the EPO level. Each EPO is measured with different assessment types and outcomes (narrative, %, points) so aggregating EPO performance is difficult. In this session we will share one medical school's process for going from "unsatisfactory" to "satisfactory" for LCME element 8.4 specific to aggregating outcomes to ensure students achieve all EPOs. Additionally, we will share tips for sustainability that go beyond accreditation compliance.

The AAMC is committed to providing inclusive sessions for all learners/participants. All sessions will be close-captioned. Please contact Kaitlyn at curriculum@aamc.org to request additional accommodations.

Please visit the AAMC Building Better Curriculum Webinars webpage for a complete list of events and special programming.

Jorie Colbert-Getz, PhD, MS

Assistant Dean of Education Quality Improvement Institution

Spencer Fox Eccles School of Medicine at the University of Utah

Dr. Colbert-Getz's scholarly work focuses on validity frameworks and other elements of assessment utility, survey design, and program evaluation. Dr. Colbert-Getz received her MS degree in Psychology from Illinois State University and her PhD degree in Educational Psychology from the University of Utah.

Rachel Bonnett

Associate Director of Education Quality Improvement Institution

Spencer Fox Eccles School of Medicine at the University of Utah

Rachel Bonnett's work in curriculum evaluation and quality improvement has focused on student feedback, academic performance and faculty research collaborations.  She received her BA from California State University, Fullerton.

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