In addition to the ALM, the course incorporated both the Bloom Taxonomy (a hierarchical framework for cognition and learning objectives) and the Kirkpatrick Model (a globally recognized method of evaluating the results of training and learning programs). They evaluated the class they were taking while reflecting on the experience. Specifically, they learned how to identify and work with valid customer (student) requirements, how to map and improve processes, and how to collect and analyze process data. Students were taught the KSAs while conducting a formative evaluation of the class as their major project. In addition, students learned applicable quality improvement skills. The curriculum included teaching the traditional knowledge, skills, and attitudes (KSAs) to conduct formative and summative evaluations in medical education. Method: This study was a formative evaluation of a 16-week master’s level medical education assessment and measurement course. Objective: The objective of this quality improvement education study was to ascertain students’ knowledge, skills, and attitudes demonstrated in conducting substantive evaluations using the ALM in a graduate medical education assessment and measurement course. The idea inherent in Action Learning is “learn while doing” and “reflect on the experience.” This paper reports the process and outcomes of using the Action Learning Model (ALM) in teaching a master’s level assessment and measurement medical education class. Action Learning is a process “that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organization.” Medical school curricula usually begin with a mostly knowledge-based approach to learning the relevant science courses. While it may include some experiential learning, there is limited organized reflection. Various teaching models used by medical educators include didactics, problem/case-based learning, small/large group work, distance/online education, simulation, labs, and service/experiential learning. Background: The future success of any graduate or professional degree program is dependent upon continuous feedback provided by instructors and students.
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