26/06/2015 WHY HAVE A CRITICAL ESSAY QUESTION? Tests skills that: - PDF document

26/06/2015 WHY HAVE A CRITICAL ESSAY QUESTION? • Tests skills that: – are not adequately sampled by other assessment methods GUIDE TO THE CRITICAL ESSAY QUESTION –are seen as essential for consultant psychiatrists Dr Lisa Lampe Chair, Committee for Examinations Senior Lecturer, Discipline of Psychiatry, University of Sydney WHAT IS TESTED BY THE CEQ? CRITICAL ESSAY QUESTION • Ability to evaluate & critically appraise a proposition • Starts with a quote (related to psychiatry) concerning psychiatry • The quote often is from an opinion piece, editorial, • Ability to apply an evidence base in the critical lecture etc. where the author states something a little assessment of such a proposition controversial or contentious. • Capacity for balanced reasoning • The candidate is asked: “In essay form, critically discuss • Ability to consider different points of view this statement from different points of view and provide • Awareness of broader social, cultural and philosophical your conclusion” models of illness • Ability to express a professional opinion clearly in written • 40 marks = 40 minutes prose under time pressure EXAMPLE CHANGES – 2012 CBFP In essay form, critically discuss the following • Standard is junior consultant level statement from different points of view and provide • Must pass CEQ to pass essay style paper your conclusion. • New marking domains “Propaganda is the enemy of reason and truth” Silove D, ‘The asylum debacle in Australia: a challenge for psychiatry?’ ANZJP 2002; 36; 290-296 Used in March 2010 paper 1

26/06/2015 Fellowship Competencies Focus of assessment MARKING: 2012 FELLOWSHIP PROGRAM 1 Communicator Able to communicate clearly (e.g. spelling, grammar) 2 Scholar Able to critically evaluate statement • Ten possible domains for marking 3 Medical expert, Communicator, Able to develop a number of lines of • Each domain matched to Fellowship Scholar relevant argument competencies 4 Medical expert, Scholar Information is factually correct • Each domain marked from 0-3 5 Medical expert, Health advocate, Understands broader model of health care; • Domains chosen specifically for each CEQ Professional cultural context based on relevance 6 Professional Appropriate ethical awareness • Each chosen domain receives a weighting 7 Medical expert, Collaborator Understanding of patient-centred care, carers, recovery model based on relevance to the question being 8 Medical expert, Collaborator, Able to apply to clinical context asked Manager 9 Medical expert, Communicator, Able to draw conclusion justified by Scholar arguments raised #2: THE CANDIDATE DEMONSTRATES THE ABILITY #1: THE CANDIDATE DEMONSTRATES THE TO CRITICALLY EVALUATE THE ABILITY TO COMMUNICATE CLEARLY STATEMENT/QUESTION Mark Mark The candidate takes the statement/questions completely at face value The spelling, grammar or vocabulary significantly impedes 0 with no attempt to explore deeper or alternative meanings communication. 0 One or more interpretations are made, but may be invalid, superficial, or 1 not fully capture the meaning of the statement/question The spelling, grammar and vocabulary are acceptable but the candidate 1 demonstrates below average capacity for clear written expression. Candidate demonstrates an understanding of the statement/question’s 2 The spelling, grammar and vocabulary are acceptable and the candidate meaning at superficial as well as deeper or more abstract levels 2 demonstrates good capacity for written expression One or more valid interpretations are offered that display depth and The candidate displays a highly sophisticated level of written expression. 3 breadth of understanding around the statement/question as well as 3 background knowledge #3: THE CANDIDATE IS ABLE TO IDENTIFY AND DEVELOP #4: INFORMATION CITED IN THE ESSAY IS A NUMBER OF LINES OF ARGUMENT THAT ARE FACTUALLY CORRECT RELEVANT TO THE PROPOSITION . Mark There are significant errors of fact that, if used as a basis for treatment 0 planning, could pose a risk to patients There are errors of fact that are multiple and substantial, but without the 1 element of significant risk to patients There are no major errors of fact 2 There are no major errors of fact and the level of relevant factual 3 knowledge is higher than average (e.g. accurately quoted literature) 2

26/06/2015 #5: … MATURE UNDERSTANDING OF BROADER MODELS OF HEALTH AND #6: THE CANDIDATE DEMONSTRATES ILLNESS, CULTURAL SENSITIVITY AND THE CULTURAL CONTEXT OF APPROPRIATE ETHICAL AWARENESS PSYCHIATRY HISTORICALLY AND IN THE PRESENT TIME, AND THE ROLE OF THE PSYCHIATRIST AS ADVOCATE Mark Mark The candidate limits themselves inappropriately rigidly to the medical The candidate fails to address ethical issues where this was clearly model OR does not demonstrate cultural awareness or sensitivity where 0 required, or produces material that is unethical in content this was clearly required OR fails to demonstrate an appropriate 0 awareness of a relevant cultural/historical context OR fails to consider a role for psychiatrist as advocate The candidate raises ethical issues that are not relevant or are simply 1 listed without elaboration or are described incorrectly or so unclearly as … touches on the expected areas but their ideas lack depth or breadth 1 to cloud the meaning or are inaccurate or irrelevant to the question/statement … demonstrates an acceptable level of cultural sensitivity and/or The candidate demonstrates an appropriate awareness of relevant 2 historical context and/or broader models of health and illness and/or the 2 ethical issues role of psychiatrist as advocate relevant to the question/statement The candidate demonstrates a superior level of knowledge or awareness The candidate demonstrates a superior level of awareness and 3 3 of relevant ethical issues knowledge in these areas relevant to the statement/question 7: THE CANDIDATE DEMONSTRATES UNDERSTANDING #8: … ABLE TO APPLY ARGUMENTS AND CONCLUSIONS OF PATIENT-CENTRED CARE, THE RECOVERY MODEL TO THE CLINICAL CONTEXT, AND/OR APPLY CLINICAL IN PSYCHIATRY, AND THE ROLE OF CARERS EXPERIENCE IN THEIR ARGUMENTS Mark Mark Arguments and conclusions appear uninformed by clinical experience The candidate fails to consider patient-centred care, the recovery model 0 0 (no clinical link) or are contrary or inappropriate to the clinical context in psychiatry, or the role of carers where this was expected The candidate mentions these concepts, but simply lists them without There is an attempt to link to the clinical context, but it is tenuous or the 1 1 elaboration or in a way that is not appropriately linked to the links made are unrealistic question/statement and/or their own arguments The candidate demonstrates understanding of patient-centred care, the The candidate is able to apply the arguments and conclusions to the 2 2 recovery model in psychiatry, and the role of carers clinical context, and/or apply clinical experience in their arguments The candidate demonstrates a superior depth or breadth of The candidate makes links to the clinical context that appear very well- understanding of patient-centred care, the recovery model in psychiatry, 3 3 informed and show an above average level of insight and the role of carers #9 THE CANDIDATE IS ABLE TO DRAW A CONCLUSION #10: SPECIFIC TO THE ESSAY UNDER THAT IS JUSTIFIED BY THE ARGUMENTS THEY HAVE CONSIDERATION (NOT TO BE >10% WEIGHTING) RAISED. Mark Mark There is no conclusion 0 Not demonstrated 0 Any conclusion is poorly justified or not supported by the arguments that 1 have been raised 1 Weakly demonstrated The candidate is able to draw a conclusion/s that is justified by the 2 arguments they have raised Adequately demonstrated 2 The candidate is able to draw a conclusion/s that is justified by the 3 Demonstrated at a superior level 3 arguments they have raised 3

26/06/2015 EXAMPLE OF WEIGHTING AND GUIDE TO THE CRITICAL ESSAY QUESTION DOMAIN CHOICE Domain Weighting 1 Ability to communicate clearly 10% 15% 2 Ability to critically evaluate statement/question So what is a critical essay? Ability to develop a number of relevant lines of 3 20% argument Understands broader models of health & illness; 5 20% cultural context Understands & links patient-centred care, recovery 7 25% model, carers 9 Able to draw conclusion justified by arguments 10% THE CRITICAL ESSAY IN THE RANZCP THE CRITICAL ESSAY IN THE RANZCP • In common with other types of academic essay it has an introduction, a body and a conclusion • It is a concisely written, structured consideration of a ‘In essay form, critically discuss this statement proposition from different points of view and provide your • In the RANZCP, this may include arguments for and conclusion.’ against the proposition but also a discussion of its meaning • It particularly looks for different points of view • The arguments must flow logically to the conclusion • It must deliver on the criteria against which it is being assessed (as per previous section) ANATOMY OF A CRITICAL ESSAY STRATEGY • Think beyond your point of view as a doctor firmly Introduction entrenched in the medical model Definitions • Consider what the views in the community might be…what the views of other cultures might be Idea 1 Idea 2 Idea 3 • Consider your broader reading – can you quote any studies? For & For & For & • Think generic AND specific; give examples to illustrate against against against and justify your points • Your arguments MUST be supported by ‘relevant and correct knowledge’ Conclusions 4