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CLIPP Assessment Tools Validation Process

 

The CLIPP Assessment Tool Validation project is a joint project between MedU and Rush Medical College.  Keith Boyd, MD and Sharon Sholiton, MD of Rush created a case analysis tool for use with CLIPP cases that provides an assessment tool to evaluate student learning from CLIPP cases.  This project, funded and managed by MedU and led by CLIPP Editor-in-Chief Sherilyn Smith, MD, will research and further develop the tool to validate that it accurately discriminates between those who understand the CLIPP case content and can apply that knowledge in a structured assessment from those who cannot.

In an effort to create the highest quality tools for use in the pediatric clerkship, we will be conducting a validation study related to this assessment tool. This will be a multi-step process and will focus on establishing the validity of the model of assessment and the specific link of the assessment tool to CLIPP. We are convening a panel of experts to participate. These panelists will participate in a Delphi procedure to establish expert consensus about the method of assessment in the CLIPP Case Analysis Form, the ease of use of the assessment tool and the accuracy of answer keys associated with this new assessment tool. Over the course of the next year, MedU together with our partners at Rush and the panel of expert reviewers seek to make our results and the tool more widely available by producing scholarly work including manuscripts related to the project as well as workshops about the validation project and the specific methods used. The planned outcome is to make the tool widely available to clerkship directors who use CLIPP as part of their pediatrics clerkship program.

The following paragraphs describe the background and rationale behind the case analysis tool.

CLIPP cases provide an opportunity for M3 students to supplement their clinical patient experiences through interaction with a cadre of computerized simulations of patient encounters. These cases present a complement of classic pediatric diseases that may not be experienced individually by each student. As a clerkship director, this computerized bank of core patient encounters helps to provide a more uniform experience for students in diverse institutions throughout all seasons of the year.

The on-line platform allows clerkship directors to monitor time spent on each case by the student, but not to assess the student’s responses or provide direct feedback. Completion of a simple, structured written worksheet (the CLIPP case analysis tool) by the student will enhance his/her learning experience by facilitating direct communication between the clerkship director and the student regarding the case.

As the student works through each CLIPP case, use of the CLIPP tool facilitates the development of clinical reasoning skills by clearly delineating the steps involved in patient evaluation and clinical care. The student identifies and documents pertinent data obtained via history and physical exam, and then succinctly summarizes the key information into a problem statement. This focused patient assessment then drives the development of a prioritized differential diagnosis.  Finally, the student generates an initial diagnostic and treatment plan. This staged process parallels the structure of the cases themselves, as well as the process through which clinicians assess patients.  Using the tool requires the student to develop independent learning skills and allows the clerkship director to assess his/her clinical reasoning process and provide individualized feedback.

This tool was developed explicitly for use in conjunction with the CLIPP cases at Rush University Medical Center in Chicago, IL and has been used in that clerkship since July 2002. The CLIPP case analysis process and assessment tool reinforce the Problem Oriented Medical Record system that is utilized at Rush throughout the preclinical and clinical curriculum.