The Office for Program Evaluation provides:
- Collaboration with Department Chairs; Course & Clerkship Directors
- Continuous monitoring of LCME standards
- Education program evaluations and feedback
- Monitored equivalency at geographically separated programs
- Provides needs assessment to COM Education Center
Purpose and Responsibilities
The Committee on Program Evaluation and Student Assessment is accountable to the Curriculum Committee and the Senior Associate Dean for Educational Affairs. Broadly, the charge of the Committee is to oversee the way the College of Medicine addresses assessment and evaluation in the pursuit of academic excellence within the integrated curriculum. This Committee evaluates curricular quality and outcomes, monitors the overall assessment program, and conducts formal reviews of courses and clerkships. This Committee meets once each month. The Committee is comprised of administrators, clinical and basic science educators, and students at all levels of the curriculum.
The Staff of the Office of Program Evaluation and Student Assessment assists the Committee in curricular monitoring and program evaluation processes, with an emphasis on data collection, analysis, and reporting on key elements of educational effectiveness. These efforts include support for the College’s LCME accreditation process.
Committee on Evaluation and Student Assessment (CPESA)
In 1997, the Committee on Evaluation was created and charged by the Curriculum Committee to design and implement a comprehensive evaluation system that included:
* A means to more effectively evaluate students’ competencies and for students to have frequent, specific feedback about their proficiency of mastering the knowledge, behavior and skills required for graduation
* A means to evaluate courses and clerkships that provide the directors of courses/clerkships feedback as to strengths and concerns, and integration with the comprehensive curriculum plan
* A means to evaluate the teaching and provide teaching faculty timely feedback about their teaching effectiveness a means to evaluate the overall medical curriculum
These evaluative formats are based upon the concepts presented in the document, “University of Florida College of Medicine Curriculum Renewal Plan, B. An Evaluation System: Evaluation of Student Achievement, Faculty Instruction, Courses and Clerkships” approved by the Curriculum Committee in June 1997.
Accordingly, the Committee on Evaluation crafted four respective evaluation schemes that were implemented July 1, 1999.
The Evaluation Subcommittee of the Curriculum Committee is charged with the qualitative evaluation of all courses in the College of Medicine.
The most commonly identified evaluators of teaching effectiveness are students, peers, self, and college administration, with each group having its unique role. Faculty self-evaluation, when used with student and peer evaluation, is helpful in faculty growth and development.
The primary mission of the COM is to educate medical students in humanistic, scientific and practical principles of medicine in keeping with the emerging needs of society. Therefore, an effective, dynamic curriculum that serves its students and supports its teaching faculty must be continually reviewed to determine its quality and how students perform within it
The goals of addressing student evaluation are threefold: 1) to measure a student’s academic achievement and competency development 2) to promote timely and specific feedback to students so that they can evaluate their progress 3) to identify students with academic problems in order to support and provide remediation as needed, to identify outstanding students and provide appropriate recognition.
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