Adaptation of the Roseman 6-Point Mastery Learning Model to the College of Medicine Program

Abstract

Medical education has evolved over time toward a model which integrates clinical medicine with the basic sciences. More recently, medical education has put an emphasis on outcome-based education. Other areas of health care education have had a similar emphasis which can provide models to inform a new model for medical education. The Roseman University of Health Sciences has developed and implemented a model based on underlying tenets of mastery learning since 1999. The model has been implemented in pharmacy, nursing, and dental education. It was conceived as an integration of 6 key points which reinforce each other and interrelate to support learning. The model has been modified for application to medical education in support of medical education’s outcome-based emphasis and to address the educational demands of the changing environment of the practice of medicine.

A Pharmacy Drug Knowledge Assessment Pilot: Who Will Fly Farthest and What Downs the Plane?

“…One way to develop the mastery of a concept is through repeated practice and formative feedback such as sequenced low-stakes assessments. Formative assessments are focused on student learning and providing feedback for the growth and development of the learner through informal, low-consequence testing [ 1 , 6 ]. Conversely, summative assessments are more formal, with high-stakes consequences that are designed to determine if the learner is competent on a subject [ 6 ].…”

“…Formative assessments are focused on student learning and providing feedback for the growth and development of the learner through informal, low-consequence testing [ 1 , 6 ]. Conversely, summative assessments are more formal, with high-stakes consequences that are designed to determine if the learner is competent on a subject [ 6 ]. Formative assessments can take many forms including short quizzes, short writing exercises, case studies, etc.…”

“…Mastery learning is an approach to education where learning is treated as an outcome where all students must demonstrate the minimum mastery of a concept [5]. Key principles Pharmacy 2023, 11, 85 2 of 8 of mastery learning include: (1) frequent formative assessments used to gauge progress, (2) a minimum passing score, and (3) advancement only once success has occurred [6]. One way to develop the mastery of a concept is through repeated practice and formative feedback such as sequenced low-stakes assessments.…”

Necessity of Pretests in Central Venous Catheter Insertion Simulation-Based Mastery Learning: A Randomized Controlled Trial

“…15 Specifically, SBML for central venous catheter (CVC) insertion improves resident performance by close to 100% 7,16 and reduces complications such as arterial punctures by 96% 7 and central line–associated bloodstream infections by 85%. 3 SBML has also been used to assess physicians’ and advanced practice providers’ skills for hospital privileges, 17,18 nursing competencies, 1,19 achievement of the Accreditation Council for Graduate Medical Education residency graduation milestones, 20 and medical school advancement 21,22 and was the subject of a series of articles in Academic Medicine in 2015. 23–31…”