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Abstracts of the Canadian Conference on Medical Education. April 20-23, 2013. Quebec, Canada.

Context or Setting: Script Concordance test (SCT) is a tool to assess learners’ reasoning in complex situations where experts’ opinions may be divided (Charlin 2004). Although SCT was designed and developed in the health sciences, this test can be used in all professional fields. It evaluates candidates in authentic professional contexts. It confronts them with a problem, probes their appreciation of the problem and gives them a score by comparing their responses to that of a reference panel. The purpose of this study is to report data on the use of SCT to enhance learning of teaching skills by educators at the medical faculty of the University of Montreal. Why the Innovation Was Undertaken: Study population: Educators who attended previous University of Montreal faculty development activities. Based on institutional training needs and clinical teachers’ perceived needs, important educational situations all related to CanMeds roles were chosen. Teaching-related clinical scenarios and associated questions were developed. The main goal of the questions are to promote teachers self-reflection on challenging teaching situations. Each participant enrolled in the CPD program receives a total of 8 short teaching scenarios followed by a set of questions. Participants are able to compare their answers with those of an expert panel, have access to further teaching material and comment on the experts’ opinion using an online forum. The impact of this CPD program is evaluated by a posttest at the end of the 8 cases, by participants’ level of satisfaction and by following up on participants’ personal learning plan. What Was Done: The results are expected to promote reflection in learners. Analysis of SCT scores, and evaluation of results will be performed to assess the degree of attitude change and the impact of the experts’ opinions on participants. Brief Evaluation of the Innovation and/or Its Impact: This pilot study will allow assessment of the value of using SCT to enhance teaching skills of clinical teachers and to initiate a learning process that will stimulate reflection on teaching issues.