Improving the Assessment of Evidence Informed Health Care Competence: A Five Step Approach

Title Improving the Assessment of Evidence Informed Health Care Competence: A Five Step Approach
Faculty/College/Unit Medicine
Status Active
Duration 2 Year
Initiation 04/01/2016
Funding Details
Year 1: Project Year Year 1
Year 1: Funding Year 2016/2017
Year 1: Project Type Small TLEF
Year 1: Principal Investigator Alison Greig
Year 1: Funded Amount 21,540
Year 1: Team Members

Diana Dawes, Clinical Associate Professor, Physical Therapy, Faculty of Medicine
Shayna Rusticus, Statistical Analyst, Evaluation Studies Unit, Faculty of Medicine
Martin Dawes, Head, Dept. Family Practice, Faculty of Medicine
Charlotte Beck, Reference Librarian, Woodward Library
Cameron Ross, Assistant Professor, Family Practice, Faculty of Medicine

Year 1: TLEF Showcase Year 1: TLEF Showcase
Year 2: Project Year Year 2
Year 2: Funding Year 2017/2018
Year 2: Project Type Small TLEF
Year 2: Principal Investigator Alison Greig
Year 2: Funded Amount 17,500
Year 2: Team Members

Shayna Rusticus, Post-doctoral research fellow, Physical Therapy, Faculty of Medicine
Diana Dawes, Clinical Associate Professor, Physical Therapy, Faculty of Medicine
Charlotte Beck, Reference Librarian, Woodward Library
Alison Hoens, Knowledge Broker and Clinical Professor, Physical Therapy, Faculty of Medicine
Martin Dawes, Head, Department of Family Practice, Faculty of Medicine
Cameron Ross, Assistant Professor, Family Practice, Faculty of Medicine

Year 2: Summary

Considerable attention has been placed on the importance of improving the teaching of evidence informed health care (EIHC) skills across all health professions at undergraduate and postgraduate levels. A review of the EIHC assessment literature has identified a gap in reliable and valid tools for assessing EIHC competence. This project aims to develop and preliminarily validate a set of online tools, based on clinical scenarios and virtual patient cases. The intention is that these tools will be applicable to multiple health professions, and will assess student competence (knowledge and skills) in all five steps of the EIHC model. These assessments are being designed so that each step can be assessed individually or as a complete set. A set of tools that can provide a reliable and valid assessment of student competence in EIHC can enhance student learning and assist instructors to better prepare and train students to be effective EIHC practitioners in future clinical practice.