Scribd Logo
Upload

Welcome to Scribd!

  • 2 views

    03.03.2020OttawaSymp AssessmentofWellbeing MSBY

    Uploaded by

    Garry Kuan

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    03.03.2020OttawaSymp AssessmentofWellbeing MSBY

    Uploaded by

    Garry Kuan
    2 views15 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2 views15 pages

    03.03.2020OttawaSymp AssessmentofWellbeing MSBY

    Uploaded by

    Garry Kuan

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 15

    Assessment of Wellbeing

    MUHAMAD SAIFUL BAHRI YUSOFF


    Medical Education Department, School of Medical Sciences,
    Universiti Sains Malaysia, [email protected]

    OTTAWA 2020 | Symposium | 3 March 2020 | KLCC, MALAYSIA


    Today’s Focus
    Facets Challenges
    EXPLAIN Explain the facets of REFLECT Reflect on the challenges of
    wellbeing assessment of wellbeing

    Assessment Future
    DISCUSS Discuss the assessment EXPLORE Explore the future practice
    of wellbeing for assessing wellbeing
    WELLBEING
    It is argued here that well-being is a
    combination of feeling good and
    functioning well, and that in order to
    advance well-being science, we need
    a multi-dimensional approach to
    definition and measurement.
    (Huppert, 2017)
    The Facets of Wellbeing
    Professional Mental
    Selecting and participating in Ability to cope with normal stresses
    a career that is meaningful
    and rewarding
    6 1 of life, work productively, and make
    contributions to communities

    Spiritual Intellectual
    Finding meaning and purpose
    in life
    5 2 Engaging in the ongoing
    acquisition and utilization of
    knowledge and skills

    Emotional
    Physical
    Taking responsibility for
    4 3 Achieving a personal sense of life
    satisfaction and being able to
    personal health
    experience and manage emotions

    (Henning et al, 2018)


    “ Time, Culture, Opportunity
    and Individual Strengths are
    four overriding elements to influence
    wellbeing achievement in higher
    education and life in general. They are
    realities that need to be considered in
    the structure of the higher education
    environment by leaders as well as
    academics and students. Some may
    apply more than others, but all should
    be considered.
    (Henning et al, 2018) ”
    Assessment
    of Wellbeing
    Programmatic
    Programmatic
    A longitudinal assessment of wellbeing for
    Summative decision making - diagnostic, therapeutic,
    Making judgments about prognostic, high stake decision (pass/fail)
    Summative
    competence and fitness
    to practice

    Formative
    Formative
    Guiding future learning, providing
    reassurance, promoting reflection,
    and shaping values
    Learning & Work • Mental
    Environments Wellbeing • Intellectual
    • Emotional
    • Physical
    Educational • Spiritual
    Outcomes • Professional

    The DEAL Technology Programmatic


    Program
    STUDENTS

    Teaching &
    Assessment
    Learning Activities

    TBL Mind- Other learning Summative Formative


    body experiences
    ASSESSMENT TOOLS BY APPROACH

    LEARNING OUTCOMES Summative Formative Programmat


    (Wellbeing) ic
    Ability to cope with normal Brief COPE MSWBI
    360o
    stresses of life (Mental) MSSQ CBI
    Assessment
    Ability to make contributions to P-MEX
    communities (Mental) CFCS Portfolio
    STEPS

    Selecting a career that is BMAT/MCAT/


    meaningful and rewarding Personality Portfolio
    MMI
    (Professional) test
    Able to manage emotions Simulated DASS-21 EQ-i
    (Emotional) Patient
    Finding meaning and purpose in
    SWBS SWBS Portfolio
    life (Spiritual)

    MSWBI – Medical Student Wellbeing Index; SWBS – Spiritual Wellbeing Scale; P-MEX – Professionalism Mini-Evaluation Exercise; STEPS - Simplified Thematic
    Engagement of Professionalism Scale; DASS – Depression Anxiety Stress Scale; CFCS – Community & Family Case Studies; MSSQ – Medical Student Stressor
    Questionnaire; BMAT – BioMedical Admissions Test; MCAT – Medical College Admission Test; MMI – Multiple Mini-Interview; EQ-i – Emotional Quotient
    Inventory; CBI – Copenhagen Burnout Inventory
    The DEAL Program
    Single four-hour workshop
    Psychoeducational and
    Problem-oriented Stress
    Management Program
    Session one - psychoeducation on stress,
    stressors, and coping mechanisms
    Session two - learning problem-solving
    techniques and coping strategies to manage
    stress.
    Session three - group-based exercises to
    practice these strategies
    Session four - sharing experiences
    (Rith-Najarian et al, J Affective Disorder, 2019; 257, 568-584;
    Witt K, et al. Evid Based Mental Health, BMJ, 2019;22:84–90)
    Reduced distress (DASS-21)

    Reduced depression (DASS-


    Quantitative Data 21)
    Reduced denial (Brief COPE)

    Reduced self-blame (Brief


    COPE)
    Reduced perceived
    academic stress (MSSQ)
    RESULTS
    Perceived as a very useful,
    relevant, applicable and
    feasible educational
    Qualitative Data strategy
    Improved coping ability
    To apply DEAL approach in
    dealing with adversities
    (Yusoff et al., 2013; Yusoff & Esa, 2015; Yusoff et al., 2015)
    CHALLENGE
    “ The real reason well-being
    matters is that well-being is
    an end in itself – an ultimate
    good. However, because
    there is as yet no agreed
    definition of well-being,
    there is no universally
    agreed method for
    measuring well-being.
    ”
    (Huppert, 2017)
    CHALLENGE
    “ At this early stage in the
    science of well-being,
    policymakers would be
    well advised to use
    measures which
    encompass a diversity
    of well-being
    constructs.
    ”
    (Huppert, 2017)
    Multiple Valid tools
    Assess multiple Use valid assessment tools for
    wellbeing constructs measuring wellbeing constructs
    02 03

    Outcomes Longitudinal
    01 04 Embrace longitudinal
    Establish
    assessment of
    wellbeing-focused
    wellbeing constructs
    learning outcomes

    FUTURE PRACTICE
    Take Home Messages
    #1 Establish wellbeing-focused outcomes
    It is essential to clearly define the learning outcomes
    related to the wellbeing constructs

    #2 Use valid assessment tools


    It is important to use valid
    assessment tools which encompass
    a diversity of wellbeing constructs

    #3 Assessment fit purposes


    Assessment must be aligned
    with the purposes of
    assessment system
    Thank You
    MUHAMAD SAIFUL BAHRI YUSOFF, MD,MSC,PHD
    Department of Medical Education, School of Medical Sciences,
    Universiti Sains Malaysia, email: [email protected].

    https://www.researchgate.net/profile/Muhamad_Saiful_Bahri_Yusoff

    **This PPT slide can be downloaded from https://tinyurl.com/vjoejjw

    You might also like