Professor Cees van der Vleuten
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Dr Julian Archer is the NIHR ACL in Medical Education at Peninsula College of Medicine and Dentistry and a behavioural paediatrician with an interest in mental health. His PhD and Masters draw together extensive research exploring the utility of Multisource Feedback. Since Julian has utilised mixed methods to explore the impact of Workplace Based Assessment (WBA) as a modality for learning. This includes most recently work funded by The Health Foundation to understand Revalidation and its potential educational impact in the UK. He is academic advisor to clinical assessments at National Clinical Assessment Service (NCAS) and advises a number of Royal Colleges.
Katharine Boursicot is a Reader in Medical Education and Head of Assessment at St George's, University of London (SGUL). She graduated with a degree in Medicine and a BSc in Anatomy, and then spent 18 years as an Obstetrician Gynaecologist. After completing a Masters in Education, she moved full-time into medical education. At SGUL, she chairs the MBBS Assessment Committee and is a member of the Student Professional Behaviour Committee at SGUL. She is a consultant to the GMC on the development of tests of competence for Fitness to Practise Procedures and the PLAB Part 2 examination. She is the Treasurer of ASME and a Specialist Advisor to the Higher Education Academy’s Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV). Her main research interests are the assessment of clinical competence, standard setting and professionalism and she has published on standard setting, OSCEs and diversity issues in medicine.
Professor Elaine Dannefer is the Director of Medical Education Research and Assessment at Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, overseeing the school’s portfolio approach to competency-based assessment system. After receiving her PhD in Sociology in 1989, she served as Associate Dean for Curricular Affairs in the University of Rochester School of Medicine. In this role, she helped to plan and implement an innovative comprehensive assessment of professional competence before joining the Lerner College faculty in 2003. Her current research is focused on gains to be derived from understanding the student experience in a competency-based assessment system designed to train habits of self-regulation.
Prof. Downing received a Ph.D. from Michigan State University in Educational Psychology, specializing in educational measurement and has worked extensively with high-stakes testing programs in medicine and the professions.
Prior to joining the faculty of the University of Illinois at Chicago, Department of Medical Education (UIC-DME) in 2001, he was Director of Health Programs at the American College Testing Program, Director of Client Programs and Deputy Vice President at the National Board of Medical Examiners (NBME), Senior Psychometrician and Senior Program Manager for the Institute for Clinical Evaluation at the American Board of Internal Medicine. Prof. Downing consults with various national and international testing programs in all areas of test development and psychometrics, with particular interests in selected-response formats, test validity issues, testing program evaluation, and computer-based testing. Prof. Downing retired from UIC-DME in 2011.
Prof. Downing’s research interests in educational measurement and assessment in medical education have resulted in numerous research papers, book chapters, and presentations at national and international professional conferences. Prof. Downing is the senior editor of a comprehensive book on developing effective tests, Handbook of Test Development, published by Lawrence Erlbaum in January 2006. He is also the senior editor of Assessment in Health Professions Education, published in 2009 by Routledge.
Richard Fuller graduated MBchB from Leeds School of Medicine in 1995. He returned to read his higher degree in Leeds whilst undertaking higher specialist training in Geriatric Medicine in Yorkshire. His current role is split between clinical work as a Consultant Geriatrician and as Director of Undergraduate Education at Leeds Institute of Medicine. He is responsible for directing the MBChB degree programme which has recently undergone a significant and successful curriculum review.
His main research interest focus on assessment, particularly in relation to assessment frameworks and the quality measurement and improvement of criterion bases assessment, publishing regularly with colleagues in Leeds. He advises undergraduate schools nationally and internationally on aspects of assessment.
A research psychologist by background and Emeritus Reader in Clinical Communication at St George’s, University of London. She was responsible for the development and assessment of the clinical communication curricula for both the 4 and 5 year programmes at St George’s. She retired from her post in 2007 but has continued to work as the responsible examiner for the OSCE undertaken by all students at the end of their penultimate year and as one of the responsible examiners for finals. Currently she delivers all of the examiner training in the School. She also acts as an external consultant for the assessment of postgraduate courses for e.g. FFLM, Dip GUM. She is committed to improving the reliability and validity of the OSCE.
Kathy is currently an Assistant Vice President in the Assessment Programs unit at the National Board of Medical Examiners (NBME) in Philadelphia. In her role, she works broadly on new NBME programs and services, international programs, and development of new assessment formats.
Kathy joined the staff of the National Board of Medical Examiners (NBME) in 1977. Early in her career at the NBME, she worked as a Program Associate and Examination System Coordinator in the Client Programs division, managing the examination programs of numerous medical specialty boards and specialty societies.
In 1991, she became Senior Program Associate for Step 2 of the United States Medical Licensing Examination (USMLE). In that position, she had responsibility for overseeing the day-to-day operations of the USMLE Step 2 program and the NBME clinical subject examination program. From 2001 through 2009, initially as Director and then Assistant Vice President of Test Development, she directed development of test material for all USMLE and NBME subject examination, self-assessment and international programs, as well as for health professions clients who contract with the NBME for testing services. In 2010, she moved into her current position.
Kathy has extensive experience with paper-and-pencil, computer-based, and web-based testing programs. Over the years, she has co-authored and presented dozens of papers; topics include assessment of medical decision-making skills with multiple-choice tests, simulation formats, and multimedia; issues in computer-based testing; methods for development and review of test material; and use of the internet for construction and administration of customized examinations by medical schools. In addition, Kathy has conducted item-writing workshops at dozens of medical, dental and physical therapy schools and for professional conferences and NBME clients nationally and internationally.
Biochemist by profession, he co-coordinated the planning of new curricula at Barts and The London and in various medical schools abroad. He designed, organised and implemented the 4-year MBBS Graduate Entry Programme at St George’s, University of London and is now Head of the Centre for Medical and Healthcare Education and Associate Dean for International Affairs. He works for the General Medical Council and NCAS in both assessment and quality assurance. He is currently on part-time secondment to the University of Nicosia in Cyprus, where he is St George's Academic Lead for the new graduate entry MBBS degree programme. His interests lie in curriculum development, assessment, problem-based learning, community-oriented learning, interprofessional education and quality assurance.
Until retirement in September 2009, John Patterson was Associate Dean for Undergraduate Medical Studies and Head of MBBS assessment at Bart’s and the London School of Medicine and Dentistry. He was responsible for MBBS degree regulations, assessment strategy and academic aspects of all MBBS assessments. Apart from a 30-year career teaching physiology in the school, John also chaired the preclinical curriculum in the 1990s, and as Head of Undergraduate Medical Studies, took a leading role in introducing an integrated, systems’ based curriculum with problem-based learning in 1999. At that time he helped introduce radical revisions to assessment that provided for integrated assessments to a common plan across the 5-year curriculum. He was three times voted ‘best preclinical teacher’ and in 2002 he was awarded a Queen Mary, University of London Drapers’ Prize for Excellence in Teaching and Learning for his curriculum and assessment work.
In retirement, John continues to give invited talks, to teach workshops and courses about assessment in medicine and other health professions. He acts as an external examiner and assessment consultant to various organisations and is a regular contributor to AMEE conferences. He continues his interest in good assessment design, assessment reliability indices and standard setting techniques.
Graduated with a degree in Medicine and a BSc in Anatomy. After early medical training in Manchester and her research in Manchester and the Karolinska Institute in Sweden, she was appointed Senior Lecturer in Transplant Immunology at the University of Manchester. In 2000, she was appointed Professor of Medical Education and Director of the Medical Education Unit at the University of Leeds. Her main research interests are assessment of competence, development of expertise and professionalism. In 2009, she was appointed to the newly reconstituted GMC and is the Convenor of the GMC’s Education Research Committee. She is also the Chair of the Education Research Group of ASME. She is currently the Director of the Leeds Institute of Medical Education (LIME).
Dr. Swanson is currently the Vice President of Assessment Programs at the National Board of Medical Examiners (NBME). He received his Ph.D. in Educational Psychology from the University of Minnesota in 1978. After three years as a faculty member at the University of Rochester, he joined the staff at the American Board of Internal Medicine, where he directed the Computer-Based Examination project and conducted research on written and computer-based clinical simulations, use of standardized patients for assessment of clinical skills, and measurement of communication skills and professionalism with patient satisfaction questionnaires. In 1988, he joined the NBME staff, directing Step 1 of the United States Medical Licensing Examination (USMLE) until 2001. From 2001 through 2009, he was Vice President of Professional Services with overall responsibility for development of test material for USMLE, for the NBME subject examination, self-assessment and international programs, and for health professions’ clients who contract with the NBME for testing services. In 2010, he became a Vice President in the Assessment Program unit, with responsibilities for design and development of international programs, new NBME products and services, and new assessment formats.
Over the years, Dr. Swanson has co-authored and presented hundreds of papers. Topics include assessment of medical decision making with multiple-choice tests, patient management problems, and computer-based clinical simulations; assessment of clinical skills with real and standardized patients; patterns of performance on admissions, licensure and specialty certification examinations; issues in computer-based testing and training; and use of the internet for construction and administration of customized examinations. He has also conducted item-writing workshops at dozens of medical schools, specialty boards/societies, and professional conferences nationally and internationally
Professor Cees van der Vleuten
Studied psychology and earned his PhD in education in 1988. In 1996, he was appointed Professor of Education in the Faculty of Medicine of Maastricht University and chair of the Department of Educational Development and Research. In 2005, he was appointed Scientific Director of the School of Health Professions Education. His main area of expertise is in evaluation and assessment including institutional strategies for designing assessment programmes, problem-based learning and work-based learning.
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