Katharine R Press1, Joann Bodurtha1. 1. Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA.
Abstract
PURPOSE: We are not aware of any competency-based evaluation method that is specifically designed for a genetics elective for medical students. Here, we aimed to create a milestone template to improve evaluation and to use the feedback from the template to improve the elective. METHODS: Through an iterative process using feedback from eight medical students and eight attendings, we crafted a milestone template for the medical student genetics rotation. A "scavenger hunt" of activities was developed to address several gaps discovered through this process. RESULTS: All participants felt that the milestone template was complete for the student level and that it improved evaluation. In response to faculty feedback, we modified the evaluation process such that several evaluators rated students in only selected domains. Scavenger hunt activities were designed to address five domains that the students reported to be inadequately covered. CONCLUSION: Developing a milestone template has taken us a step closer to meaningful assessment of students completing the genetics elective and simultaneously allowed us to strengthen the elective. Meaningful elective experiences in genetics that provide individual feedback within a learner-centered assessment of progress and flexible out-of-classroom activities may contribute to lifelong learning and interest in genetics and genomics.Genet Med 19 2, 236-239.
PURPOSE: We are not aware of any competency-based evaluation method that is specifically designed for a genetics elective for medical students. Here, we aimed to create a milestone template to improve evaluation and to use the feedback from the template to improve the elective. METHODS: Through an iterative process using feedback from eight medical students and eight attendings, we crafted a milestone template for the medical student genetics rotation. A "scavenger hunt" of activities was developed to address several gaps discovered through this process. RESULTS: All participants felt that the milestone template was complete for the student level and that it improved evaluation. In response to faculty feedback, we modified the evaluation process such that several evaluators rated students in only selected domains. Scavenger hunt activities were designed to address five domains that the students reported to be inadequately covered. CONCLUSION: Developing a milestone template has taken us a step closer to meaningful assessment of students completing the genetics elective and simultaneously allowed us to strengthen the elective. Meaningful elective experiences in genetics that provide individual feedback within a learner-centered assessment of progress and flexible out-of-classroom activities may contribute to lifelong learning and interest in genetics and genomics.Genet Med 19 2, 236-239.
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