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Running Head: Assessment Plan

Assessment Plan for Cholangiography and Common Bile Duct Exploration

Daniel Stevens
Colorado State University
EDAE 664

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Assessment Plan

Rationale for Assessment

Gall stones are an extremely common medical condition, resulting in 700,000 surgeries per

year to address the condition (Science Daily, 2016). The most common method of treating this

condition is through removal of the gall bladder through small ports placed into the abdomen to

allow for laparoscopic surgery. During this procedure, called a laparoscopic cholecystectomy,

several special types of x-rays are often taken to identify the location of the stones and to assist

in their removal. A radioactive dye is injected into the neck of the gall bladder via a special

catheter (tube), then the x-ray is taken. For the stone removal portion of the surgery, balloons,

special scopes, wires, and flexible baskets are used in a very specific sequence to aid in the stone

removal. During the course of instruction, Cholangiography and Common Bile Duct Exploration

(CBDE), students are introduced to the anatomy and physiology, pathology, methods of

correction, and appropriate use of medical device products for this condition. For the products

that they will be learning, and assessed on, there are five different cholangiography catheters,

and three products for gall stone retrieval.

The assessments for this course are primarily in the higher order thinking, and problem-

solving domain. The formative assessments will be implemented to assess the student’s

recognition of new terminology, their understanding, conceptually, of the procedural sequence,

and development of problem solving skills. The sequential steps of building the student’s

knowledge and skills through demonstration, review, and feedback, all align with my educational

philosophy of Behaviorist, and Social Cognitivist foundations. The assessments will be

developed from Angelo and Crosses’ Classroom Assessment Techniques, Jossey-Bass, 1993.
Assessment Plan

Lesson goal: At the end of this lesson, each student will be able to state the relevant gross

anatomy, causes, procedures, and applicable devices, for the treatment of biliary stones.

Learning objectives:

• The student will be able to correctly identify the gross anatomical structures of the biliary

tree on a diagram.

• Given a list of vocabulary around biliary stones, the student will be able to define each of

the terms in context of the anatomy involved, and the pathology.

• Given a picture, the student will be able to correctly identify Cook Cholangiography, and

Common Bile Duct Exploration sets by name, French size, application, and features.

• In a role-play scenario, the student will demonstrate to another person the correct

functional application of all relevant products, and the steps involved, per the products

Instructions For Use (IFU).

Assessment Plan

Assessment #1: Concept Maps

Purpose: This assessment will allow the instructor to assess the student’s schema for how the

different aspects of cholangiography and common bile duct exploration, the tools needed, and

the procedural decision algorithm, are developing. This will also be used as a method of

integrating the appropriate use of terminology, and vocabulary, of the procedure.

Timing: This assessment will be implemented near the end of the first day, after the introduction

of the vocabulary, pathology, and procedural steps, are introduced.


Assessment Plan

Description: The concept map is a conceptual drawing that demonstrates the students

understanding of the major concepts of the subject, and their relationship to each other (Angelo

& Cross, 1993). For the students in this class the key concepts would be; performing a

cholangiogram, transitioning to CBDE, procedural options, and sequencing of steps for

correcting the pathology.

Assessment #2: Memory Matrix

Purpose: This assessment will test a student’s ability to recall key elements of information in a

specific context, and input it into a structured format.

Timing: This assessment will be implemented the second day of the course, first thing in the

morning. Allowing for the first day to introduce the vocabulary, products, and details, then

beginning the second day, memory recall and schematic relationships.

Description: This assessment utilizes a diagram of boxes and rows to show the relationship of

different pieces to information to each other (Angelo & Cross, 1993).

Assessment #3: Problem Recognition Tasks

Purpose: This CAT will provide the students opportunities to analyze a problem during the

sequential steps of gall bladder surgery (laparoscopic cholecystectomy), and identify solutions to

move past the problem.

Timing: This will be a late stage CAT, after the students have demonstrated a strong

foundational understanding of vocabulary, the pathology, interventions, and steps involved.

Description: The student will be presented with several problems, or challenges, that can

routinely occur during gall bladder surgery, then guided through the decision-making process to
Assessment Plan

correct the problem, work around the problem, or consider another alternative if the problem

cannot be corrected. The intention of this CAT is recognition of the problem, and methods of

correcting each type of problem (Angelo & Cross, 1993).

Intended Outcomes

The purpose of these assessments will be to determine if the students are learning, and are

able to apply, the new vocabulary, procedural concepts, and procedural sequencing for the

treatment of gall stones during a laparoscopic cholecystectomy. Understanding the conceptual

steps of treatment is the critical first step to understanding the course of this surgery. The

assessment of vocabulary, with the Memory Matrix, is the next step so that the students can

reinforce and integrate the correct vocabulary into the big picture, procedural steps of the

Concept Map. The final assessment, Problem Recognition Tasks, will integrate the other learning

concepts into applied knowledge, and assess the student’s ability to problem solve during the

surgery. The final summative assessment for this course will integrate all aspects of the previous

assessments into a role-play scenario where the student will guide another person through the

procedural steps of this surgery. The grading rubric will assess the student’s integration of the

correct vocabulary, the correct sequence of steps, and problem-solving skills in a simulated

environment.
Assessment Plan

Bibliography

Angelo, T.A., & Cross, K.P. (1993). Techniques for assessing course-related knowledge and skills. In

Classroom assessment techniques A handbook for college teachers (2 ed., pp. 113-218). San

Francisco, CA: Jossey-Bass.

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