A Transparent Curriculum Design and Capability-Based Assessment Portfolio Facilitates Self-Directed Learning

This paper describes the design, implementation, and evaluation of a medical degree which uses a capability framework, programmatic assessment, and an assessment portfolio to facilitate feedback literacy and self-directed learning. The Macquarie MD outcomes are expressed through four graduate capabi...

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Bibliographic Details
Published in:Education sciences 2024-01, Vol.14 (1), p.29
Main Authors: Dean, Catherine M., Harris, Hayley, McNeil, Hugh P., Hughes, Chris
Format: Article
Language:English
Subjects:
assessment portfolio
capability development
Core curriculum
Curricula
Curriculum Design
Education
Feedback
feedback literacy
Higher education
Hospitals
Independent study
Instructional design
Integrated approach
Learning Strategies
Lifelong learning
Literacy
Literacy programs
Medical education
Professional Education
programmatic assessment
self-directed learning
Students
Supervision
Teaching Methods
Units of Study
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Summary:This paper describes the design, implementation, and evaluation of a medical degree which uses a capability framework, programmatic assessment, and an assessment portfolio to facilitate feedback literacy and self-directed learning. The Macquarie MD outcomes are expressed through four graduate capabilities, each having two aspects and defined expectation standards for the two two-year stages. Assessments of capability development and Entrustable Professional Activities (EPAs) are embedded in each stage. Assessment data are stored in the student’s online portfolio with data summarised on dashboards presented chronologically and mapped to capability aspects and EPAs. A retrospective audit of curricula and graduate portfolios (n = 104) was undertaken and analysed descriptively. All students met the expectations for capability aspects and EPAs. All students voluntarily undertook additional assessments to strengthen their evidence for capability development and entrustment. On average, students completed 119% (SD = 6) of the required number of assessments: 107% (SD = 3) and 130% (SD = 11) for Stages 1 and 2, respectively. Using a capability framework to explicitly communicate the constructive alignment between capability and EPA outcomes at the degree, stage, and assessment level, as well as student access to future-focused performance standards and all their assessment data, is a powerful way to facilitate self-directed learning.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14010029