Tools: Change in Knowledge
Increasing knowledge is an important outcome of all training activities, including clinical mentoring. Assessing knowledge is often done at the beginning and at the end of training via a self-assessment or test.
Self-assessments usually focus on participants' perceived learning, or what participants think they learned. These types of questionnaires are fairly easy to design and are usually not very threatening to participants. Unfortunately, there is little data to support the idea that perceptions of learning match demonstrated learning.
Knowledge tests (or assessments) go beyond participants' perceptions by providing some objective criteria of knowledge or skills achieved. It is fairly common for people to feel anxious about taking tests, and this anxiety could lead to resentment, defensiveness, or simply interfere with participant capacity to demonstrate knowledge. Explaining to the participant that the knowledge assessment is being done to help gauge the effectiveness of the clinical training program and to pinpoint areas for future training may ease anxiety. Reviewing the assessment, and discussing the answers with the participant can make the process seem like more of a learning experience than one where they are being judged.
Open-Ended Case-Based Assessment
Compared to multiple choice tests, open-ended case-based questions more closely mirror real-life situations where providers are presented with a problem or situation and not provided with a set of possible answers. Open-ended case-based questions also give the person taking the test the opportunity to use their own words to describe their approach or the reasoning behind selecting a certain response. This process can illuminate for the trainer gaps in the trainee's knowledge or unexpected interpretations of the test questions.
How well providers answer clinical vignettes or case studies has been shown to be a strong measure of provider knowledge. Clinical mentors can develop these cases based on what the trainee identifies as a particular area of interest, on cases he/she thinks will likely be encountered in the trainee's work setting, or based on cases the mentor has seen the trainee struggle with in the clinic. (See instructions for developing clinical case studies "case-based learning" in training methods section). Cases could be administered and answered in writing or orally.
- Suggestions for Creating Knowledge Tests
- File Type:
- Word Document
- Pages:
- 7
This tool provides suggestions for creating knowledge tests that maximize what you learn about participants' change in knowledge as a result of training. The guidelines were developed for creating a pre and post-test for assessing participant learning before and after a classroom-based training. However, they could also be adapted to assess learning after a clinical mentorship visit.
- Open-Ended Case Study Assessment Tool
- File Type:
- Word Document
- Pages:
- 2
This document provides an example of an open-ended case-based assessment tool developed to assess provider knowledge of ART. It includes a case followed by six questions about ART, asking participants to consider all aspects of treatment. It could be completed in writing or orally.
- Semi-structured Case Study Assessment Tool
- File Type:
- Word Document
- Pages:
- 3
This is another example of a case-based assessment tool. This document presents a case, then asks a series of questions about diagnosis, treatment, and management of the patient. It could be completed in writing or orally. Its more structured format might help trigger participant memory and make some sections easier to score.
- Infection Control Manager Pre and Post Test
- File Type:
- Word Document
- Pages:
- 2
This pre-post test was designed to be used with a didactic infection control training, but may be adapted to evaluate knowledge from any type of infection control training or mentoring session.
- STI Pre and Post Test
- File Type:
- Word Document
- Pages:
- 5
This test was administered before and after participation in an STI three-day training course to determine changes in knowledge.