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Anti Money Laundering and Compliance Program Training Ppt

The PPT Training Module on Anti Money Laundering and Compliance Program offers a comprehensive overview of Customer Due Diligence CDD and related compliance practices in the context of Anti Money Laundering AML. It starts by explaining the concept Know Your Customer and Customer Due Diligence CDD, and then compares Enhanced Due Diligence EDD vs Simplified Due Diligence, highlighting their differences and applications. The PowerPoint Deck then explores What is Ongoing Monitoring. It discusses the basis of CDD, detailing when and how it should be conducted. It also addresses handling Politically Exposed Persons and the procedure for filing a Suspicious Activity Report SAR, including a step by step guide on the process. A Sample Customer Due Diligence Flowchart and CDD Decision Flow are included for visual representation of the CDD process. Best practices, benefits, and challenges of CDD and EDD are thoroughly discussed, offering a balanced perspective. The PowerPoint Presentation also includes CDD Checklists for various account types. Additionally, it covers Designated Non Financial Businesses and Professions DNFBPs, outlining the industries included and their FATF requirements. Finally, it provides practical tools like an AML Policy Template and an AML Questionnaire, making this PowerPoint a vital resource for organizations aiming to enhance their AML and compliance programs. The Presentation also has Key Takeaways and Discussion Questions related to the topic to make the training session more interactive.

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Presenting Training Deck on Anti Money Laundering and Compliance Program. This deck comprises of 38 slides. Each slide is well crafted and designed by our PowerPoint experts. This PPT presentation is thoroughly researched by the experts, and every slide consists of appropriate content. All slides are customizable. You can add or delete the content as per your need. Not just this, you can also make the required changes in the charts and graphs. Download this professionally designed business presentation, add your content, and present it with confidence.

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Content of this Powerpoint Presentation

This slide introduces the concept of Know Your Customer and Customer Due Diligence. CDD is the process of collecting & identifying information to verify or confirm a customer’s identity and accurately determine the level of criminal risk they present.

This slide discusses the importance of Know Your Customer and Customer Due Diligence. CDD is vital for organizations for a variety of reasons such as protection against financial crimes, identification of unusual customer behavior, etc.

This slide highlights the difference between Simplified Due Diligence and Enhanced Due Diligence. Simplified Due Diligence is a less rigorous version of standard due diligence whereas Enhanced Due Diligence is implemented for high-risk clients such as Politically Exposed Persons (PEPs).

This slide talks about the concept of Ongoing Monitoring. Ongoing monitoring refers to the continuous examination of business relationships. This approach is essential because, while occasional transactions may not seem suspicious at first, they may indicate a pattern of behavior over an extended period.

This slide talks about the concept of Ongoing Monitoring. Ongoing monitoring involves ensuring a customer’s risk profile matches their behavior, keeping relevant records, and responding quickly to any changes in a customer’s risk profile.

This slide discusses what CDD is based on. CDD is based on three basic regulatory obligations: Customer identification, beneficial ownership, and business relationship. 

Instructor’s Notes: 

• Customer Identification:  Companies are required to identify their clients by gathering personal information and data, such as name, government ID, address, and birth certificate, from a reliable and independent source
• Beneficial Ownership:  Companies should try to identify Ultimate Beneficial Ownership (UBO) when a business or third party is working on the behalf of someone else. The idea is to have a record of individual(s) who benefit from the actions of a person or a group of people
• Business Relationship:  Companies must identify the nature and purpose of the business relationship they are forming with the client in addition to identifying the customer and the beneficial ownership of the entity

This slide depicts when customer due diligence is required. CDD is required under the following circumstances: New business relationships, occasional transactions, money laundering suspicion, ongoing monitoring, and unreliable documentation.

• New Business Relationships:  Information collected on new customers will help make sure they are not using a false identity to access services
• Occasional Transactions:  CDD procedures are necessary if a transaction exceeds regulatory criteria or involves firms in high-risk foreign nations
• Money Laundering Suspicion:  Companies should undertake further CDD checks if a customer is suspected of financing terrorism or money laundering
• Ongoing Monitoring:  Companies should carry out CDD throughout the entirety of a business relationship to make sure that transactions match the established risk profiles of their clients
• Unreliable Documentation:  Organizations should conduct stricter CDD to resolve discrepancies when customers provide insufficient identification documents

This slide depicts the step-by-step process of conducting customer due diligence. The steps are: Identification, verification, nature of relationship, additional information, documentation, and AML risk scoring. 

• Identification:  The first step is identifying the customer. This can be as basic as identifying their first and last name
• Verification:  The next step is verification. This can include verifying your client’s government ID card or passport. The verification of a client’s or beneficial owner’s identity is critically important
• Nature of Relationship:  The next thing you should establish as part of your CDD program is the goal and intended nature of the business relation
• Additional Information:  The information you gather from the customer may also include their location, their occupation, the types of business transactions they want to do with you, payment methods, their geographical area, and the industry they operate in, etc
• Documentation:  It is essential to document all information collected from the customers, preferably on an IT system 
• AML Risk Scoring:  The last step entails determining the money laundering or terrorist financing risk a customer poses to your organization. You can determine a client’s risk score based on a three-tier scale: low, moderate, high

This slide tells us how to deal with politically exposed persons or PEPs. A PEP is an individual that has been in-charge of a prominent public role or political function. 

• Identifying PEPs:  Numerous databases list people with current or previous political roles or other prominent functions. These databases can be used to identify PEPs. PEPs can also include immediate family members
• Obtaining senior management approval:  Since PEPs pose a potentially high risk of money laundering, senior management approval is required to establish or continue a business relationship
• Establishing source of funds:  It is essential to determine the source of funds of PEPs to ensure no involvement in money laundering or terrorist financing
• Applying ongoing EDD:  Finally, enhanced due diligence and ongoing monitoring are applicable to PEPs

This slide gives information about a suspicious activity report. SARs are documents that financial organizations, and those linked with their organization, must submit to the Financial Crimes Enforcement Network when there is an instance of money laundering or fraud.

This slide gives information about filing a SAR. All SAR filings must be submitted using the BSA e-file system that FinCEN operates. This system allows for greater standardization of the information and increased efficiency, which is vital in situations where public safety is a concern.

This slide depicts a sample flowchart of the CDD process. 

This slide illustrates a decision flow for the CDD process. 

This slide lists the best practices for CDD and EDD. For standard-risk customers, verify only the basic information provided. Public companies and their fully owned subsidiaries are rated lower risk, whereas privately owned businesses and other entities (like trusts) are assessed as higher risk.

This slide lists the advantages of CDD. Some benefits include: Compliance with safe banking practices established by the FATF, along with legal and regulatory requirements, Allowing organizations to assist in law enforcement when necessary, etc. 

This slide highlights some challenges faced during the process of CDD. Some of these are: Difficulty in proper verification of customer identity and documents (especially if the customer is dishonest or trying to hide something), Determination of the risk profile for customers, etc.

Slide 19 to21

These slides depict CDD checklist for new business accounts, new individual accounts, and new trust accounts. 

This slide depicts an EDD checklist for new accounts. 

This slide tells us about importance of AML for Designated Non-Financial Businesses and Professions or DNFBPs. Other than the financial sector, some businesses have ML / TF risks. Adequate caution must be exercised to prevent abuse of their services as it is illegal to attempt to conceal money laundering revenues, regardless of the sector.

This slide lists industries that are considered to be designated non-financial businesses and professions according to the FATF. Some of these include: Real estate, tax advisors, lawyers, notaries, etc. 

This slide shows that FATF has published four recommendations for DNFBPs to exercise necessary controls on money laundering and terrorist financing. 

This slide depicts recommendations published by FATF for DNFBPs. FATF has published four recommendations for DNFBPs to implement necessary controls on money laundering and terrorist financing. 

Slide 27 to 29

These slides depict an Anti-Money Laundering Policy Template for organizations. 

Slide 30 to 31

These slides contain anti-money laundering questionnaire for organizations. 

Slide 51 to 65

These slides contain energizer activities that a trainer can employ to make the training session interactive and engage the audience.

Slide 66 to 93

These slides contain a training proposal covering what the company providing corporate training can accomplish for prospective clients.

Slide 94 to 96

These slides include a training evaluation form for the instructor, content, and course assessment to assess the effectiveness of the coaching program.

Anti Money Laundering and Compliance Program Training Ppt with all 105 slides:

Use our Anti Money Laundering and Compliance Program Training Ppt to effectively help you save your valuable time. They are readymade to fit into any presentation structure.

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AML General Awareness Training

ACAMS AML General Awareness Training equips employees with knowledge of basic anti-money laundering (AML) principles.

Enhance Your Employees’ Anti-Money Laundering Awareness

AML General Awareness is an online course, hosted on your organization’s learning management system. It is designed to work for organizations of all sizes, regardless of location, and it is quick and simple to implement.

On completing the AML training course, your employees will understand the importance of tackling financial crime. Employees will gain an increased awareness of financial crime risks and the controls needed to mitigate them.

Providing a standardized AML program enables you to demonstrate that all employees have a consistent understanding of anti-financial crime basics.

AML General Awareness is a SCORM-format course, hosted on your organization’s learning management system. Enrollment is controlled by you.

The content is principles based, so you can have all employees – regardless of their location – take the same AML course.

Currently, this AML compliance training online course is only offered in English.

Study materials will be available to you on the ACAMS learning management system for a four-week period. The four weeks will start from the date you purchase the certificate. If you need to extend your access to the course materials, please contact us .

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Introduction to Anti-Money Laundering

Upon completion of this course, you will understand:.

• key Anti-Money Laundering (AML) and Combating the Financing of Terrorism (CFT) issues;
• what laws and regulations create AML obligations, and how they are similar internationally;
• various methods of money laundering, as well as areas and services that are especially useful to money launderers;
• key AML areas, such as AML controls and compliance, as well as risk factors that could be considered as part of a risk-based approach.

This curriculum consists of 8 modules:

• 1. Money laundering and its impact
• 2. Historical background
• 3. Legal basis for AML and counter terrorist financing
• 4. Stages of money laundering
• 5. Risk factors
• 6. Exposure to terrorist financing and politically exposed persons
• 7. AML controls
• 8. Risk-based approach

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Further information:

• Training hours: 2.5 hours

Language: English

• Topics: Compliance, Finance
• Sector: Corporates

Training method: E-learning

Type: Curriculum

Geographic relevance: Global

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Download free anti money laundering training materials (or try our mobile learning alternatives)

We've rounded up the most effective anti money laundering training material samples, like Anti-Money Laundering Training and Anti-Money Laundering Compliance Guide. Get the most out of your anti money laundering (AML) training by checking our alternative microlearning courses that you can edit and share immediately with your teams.

Elevate your anti-money laundering training materials with SC Training (formerly EdApp)!

Say goodbye to traditional and boring training resources and embrace an interactive and modernized anti-money laundering learning experience. 

SC Training (formerly EdApp)'s powerful tools and features can help transform them into beautiful microlearning courses anti money laundering courses that promote knowledge retention and compliance. They'll keep your team engaged throughout the training and informed about the latest AML regulations.

What should AML training include?

A free AML training should include a comprehensive understanding of anti money laundering topics such as money laundering risks, relevant laws and regulations, and identification and reporting of suspicious activities. Your team should gain an understanding of customer due diligence procedures, the role of financial institutions in combating money laundering, and practical examples and case studies to enhance their practical application and decision-making skills. 

Additionally, free AML certifications should cover emerging trends, technology advancements, and best practices to stay ahead of evolving money laundering techniques.

Anti-money laundering training materials (microlearning format) - free and editable!

Equip your team with top-notch anti-money laundering training by harnessing the power of sc training (formerly edapp), download these anti-money laundering training pdf files - for free .

An Employee Guide To Anti-money Laundering Laws And

An Employee Guide To Anti-money Laundering Laws And Regulations Under The Bank Secrecy Act. Disclaimer

Anti-money Laundering Training

This Training Guide Will Help Raise Your Awareness Of Anti-. Money Laundering Aml Rules So You Can Detect And Possibly Prevent Illegal Activities

Anti-money Laundering Compliance Guide

An Ongoing Employee Training Program That: • Explains Policies And Procedures. • Teaches How To Identify Suspicious Activity

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And the best part? Your team can complete courses anytime, anywhere, on any device.

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BSA/AML/OFAC Board Training

Devil Queen and Empress EGB combined their resources and created two versions of PowerPoint programs that you can use to train your board of directors for the Bank Secrecy Act/Anti-Money Laundering and OFAC. This is meant to be higher level material than is commonly used for BSA staff training, and is in two versions so that you can choose between more or less detail. The second version has one additional slide, 26 in total, but the contents of the slides are different, so you have a choice. There are even speaker's notes to assist you along the way.

First published on 02/01/2006

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Sixth Money Laundering Directive Training (6AMLD/6MLD/AMLD6)

Duration: 20 minutes | format: editable ppt / pdf.

The EU published the 6th instalment of its money-laundering directives only 6 months after the 5th, to further strengthen its attempts to combat money laundering. The Sixth Anti-Money Laundering Directive (6AMLD) became law from 3rd December 2020 across member states. Organisations then have until the 3rd June 2021 to implement and comply with the new provisions. Although 6AMLD contains far fewer changes than 5AMLD, it requires businesses to be a lot more proactive. This tougher stance looks beyond the mechanics of compliance and instead focuses on tackling the heinous crimes enabled by money laundering (including trafficking, bribery, and so on). In short, it empowers firms to implement AML systems that truly protect the innocent.

Learning objectives

Use our free 20-minute PowerPoint training presentation to help your colleagues understand what 6MLD means and the responsibilities they have.

• Understand what 6AMLD is
• Learn what is new and what has changed under 6AMLD
• Responsibilities for organisations and their employees
• How to prepare
• What to do, and what to avoid
• Financial penalties and individual sanctions
• Explain your company AML/CTF policy

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Anti-Money Laundering Awareness Training

Sep 13, 2014

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Anti-Money Laundering Awareness Training. July 2007. Overview. This training session has been designed to provide you with information and guidance as to how to comply with your anti-money laundering (AML) responsibilities. It covers the following: What is money laundering?

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• money laundering
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• kenya money laundering legislation

Presentation Transcript

Anti-Money Laundering Awareness Training July 2007

Overview • This training session has been designed to provide you with information and guidance as to how to comply with your anti-money laundering (AML) responsibilities. • It covers the following: • What is money laundering? • How does it affect Safaricom, its staff and Agents? • What are the rules & penalties? • How do we fight it? • AML Awareness Test AML Awareness Training

The Origin The original meaning of money laundering was a method by which the proceeds of crime are converted into assets that appear to have a legitimate origin, so that they can be retained permanently or recycled to fund further crimes. Money laundering got its name from a string of laundries that the Mafia used in the USA to front their illegal business. What is money laundering? AML Awareness Training

What is money laundering? Modern day money laundering The definition and scope of money laundering is a lot broader than the traditional ‘washing dirty money’ concept. It can be defined as: • Certain actions laid down in the Proceeds of Crime and Anti-Money Laundering Bill, October 2006 • These include concealing, acquiring, using or possessing the proceeds of crime or making arrangements for another person to acquire, use or possess criminal proceeds. • For the purposes of money laundering, the proceeds of crime include property or economic benefits a person would gain, directly or indirectly, as a result of an offence committed in Kenya or anywhere else, irrespective of whether committed before commencement of the Bill. So an offence of money laundering can be committed by a person merely having stolen goods in their possession. AML Awareness Training

Common origins of illegal money: Fraud Extortion Forgery Theft People Trafficking Drugs Smuggling Tax Evasion Terrorism How big is it? Although it’s almost impossible to say the exact amount laundered, it is estimated by the Revenue & Customs in the UK that the amount is... UK£ 25 BILLION a year What is money laundering? AML Awareness Training

What is money laundering? The 3 stages of money laundering The money laundering process is often described as taking place in three stages: PLACEMENT The physical disposal of the initial proceeds derived from illegal activity. LAYERING Separating illicit proceeds from their source by creating complex layers of transactions designed to disguise the audit trail and provide anonymity. INTEGRATION The provision of apparent legitimacy to criminally derived wealth. The laundered proceeds re-enter the financial system, appearing as normal funds. All three stages don’t have to occur for money laundering to have happened. If you suspect activity in any stage, always report your suspicion to the Money Laundering Reporting Officer (MLRO) – details of the MLRO are contained further on. AML Awareness Training

Money obtained through subscription fraud Money used to buy drugs to sell on Proceeds of drug sales need laundering • Loss suffered by company; • - May have involved an innocent customer. • Cost of fraud impacts the price of mobile services for legitimate customers. • Shareholders lose revenue. • Social harm; • Drug users forced to commit other crimes to pay for the drugs • Users are likely to suffer ill health and possibly untimely death. • Subsequent health problems costs the Government significant sums. • Potential further harm caused to society; • More drugs purchased • Money used to fund other crime • Channelled into terrorist cells What is money laundering? Impact on Society This scenario demonstrates how money laundering supports numerous activities which harm the society as a whole: AML Awareness Training

What is money laundering? Terrorist Financing Traditional Anti Money Laundering (AML) efforts have concentrated on criminal proceeds being laundered. The facilitation of the financing of prospective acts of terror is a different process of laundering the proceeds of crime but they do have features in common: When money is laundered it will be used to fund future criminal acts. The destination of money used to support terrorism has to be disguised in the same way that the source of laundered funds has to be disguised. Both often require assistance from financial products. Terrorist groups could be funded by criminal activities such as mobile phone related frauds BOTH HAVE TO BE REPORTED AML Awareness Training

All firms, whether offering financial services or not, should apply the principles of the regulatory obligations across the firm’s activities in the appropriate way. The Safaricom Money Transfer product will be covered by Kenya money laundering legislation. As a result you, as an Agent or Safaricom employee, have personal and legal responsibilities. This training session has been designed to provide you with information and guidance as to how to comply with these responsibilities. How does it affect Safaricom and you? AML Awareness Training

What are the rules & penalties? The legislation that affects you: • Proceeds of Crime & Anti-Money Laundering Bill 2006 The legislation covers ALL CRIME, no matter how small the financial gain. AML Awareness Training

What are the rules & penalties? Proceeds of Crime & Anti-Money Laundering Bill 2006 The 3 principal offences above carry a penalty of 14 years imprisonment and/or Sh 5M fine for individuals and for corporates, a fine of Sh 25M or value of the property involved, whichever is higher. The Bill contains 3 principle money laundering offences: • Concealing – Concealing, disguising, converting or transferring criminal property. • Arrangements (including terrorism) - Entering an arrangement which facilitates the acquisition, use or control of criminal or terrorist property by another person. • Acquisition, use and possession - of known or suspected criminal proceeds (or funds) AML Awareness Training

What are the rules & penalties? The 2 offences that Safaricom staff and agents ought to take note of are: • Failure to Disclose An offence is committed if you know or suspect or have reasonable grounds for knowing or suspecting that someone is engaging in money laundering and you did not report it a soon as practical to the Money Laundering Reporting Officer (MLRO). • Tipping Off A person commits an offence if they know that a disclosure has been made to the MLRO or the authorities, and makes a disclosure which is likely to prejudice any investigation. This includes dropping hints to the customer either intentionally or inadvertently and enteringinformation onto front end customer service systems. Proceeds of Crime & Anti-Money Laundering Bill 2006 These 2 offences carry a penalty of 7 years imprisonment and/or a fine not exceeding Sh 2.5M or in case of corporates, a fine of Sh 10M or the value of the property, whichever is higher. AML Awareness Training

What are the rules & penalties? Summary: You can be prosecuted for any of the five offences, or a combination of all five. The 5 money laundering offences under the Proceeds of Crime Act are: • Concealing • Arrangements (including terrorism) • Acquisition, Use and Possession • Failure to Disclose • Tipping Off AML Awareness Training

How do we fight it? Principal AML Controls • Know Your Customer (KYC) – Robust systems in place to verify the identity of our customers and understanding the nature of the relationship. • Recognition and Reporting of Suspicious Activity – All Safaricom staff and agents must be on the look out for suspicious activity and have the ability to report suspicions to the MLRO. • Education & Training of Staff and Agents – Giving you the knowledge to know what is suspicious and how to make a report. AML Awareness Training

How do we fight it? Know Your Customer • The first step in any ML operation is opening the accounts where the proceeds of crime can be placed. This is why confirmation of identity and KYC is crucial. Front line Staff and Agents are our first line of defence against money laundering and terrorist financing. • By knowing your customer, you will be able to understand what is potentially suspicious. • Transactions that are not consistent with the known circumstances of the customer, should raise suspicions. AML Awareness Training

How do we fight it? Reporting Suspicious Activity • The Proceeds of Crime &Anti-Money Laundering Bill makes it a criminal offence not make a report when you have reasonable grounds to suspect money laundering. • A sensible interpretation of ‘reasonable grounds for suspicion’ is that a reasonable and honest person would think that a customer’s behaviour was unusual - AND further think that the reason for this behaviour might be money laundering. • Unusual activity in isolation is not necessarily suspicious. Further investigation may reveal a logical explanation for the activity. • Where there is no logical explanation for an unusual transaction and the funds may be the proceeds of crime or being used to fund terrorism, it must be reported to the MLRO. The Suspicious Activity Reporting form is attached AML Awareness Training

How do we fight it? Red Flags – Typical examples of suspicious activity • Frequent, large-scale cash transactions Criminals often accumulate large amounts of low-denomination notes (e.g. drug dealers). The criminal must enter these notes into the financial system to realise their true value. • A typical or uneconomical fund transfer to or from a foreign jurisdiction The transfer of criminal funds brings several benefits to laundering operations. We should be on the lookout for fund transfers with no approved reason and no supporting explanation. • Large or rapid movements of funds Money launderers often try to 'layer' funds by switching between several accounts in different institutions or jurisdictions in an attempt to throw the auditors off their trail. A legitimate customer, by contrast, will usually try to minimize bureaucracy and fees. • Unrealistic wealth compared with customer profiles Be wary of individuals with little or no apparent wealth, or no employment, who pay large sums of money into accounts. Often these funds are directly derived from crime, or are being 'looked after' while the real criminal is being investigated by police. • Defensive stance to questioning Inexperienced launderers may not have prepared a reasonable cover story concerning the origins of their illicit funds. An 'honest' customer will, in general, be willing to answer questions about his finances because he wants the service provider to tailor its service to his needs. The Suspicious Activity Reporting form is attached AML Awareness Training

Complete a SAR form in soft copy and send to [email protected] . The form will automatically be receive by the MLRO. Do not display or communicate any suspicion to the customer or a colleague – if in doubt contact the Safaricom MLRO Do not tell the customer that you have reported them Do not add any memos on the system stating that a report has been made and remember to destroy any hard copies of the report that may have been produced. How do we fight it? Making a Suspicious Activity Report (SAR) AML Awareness Training

How do we fight it? Suspicious Activity Reporting Form Attached is the Suspicious Activity Report AML Awareness Training

How do we fight it? Who is the Money Laundering Reporting Officer (MLRO)? • The MLRO is the member of staff responsible for, among other things, the receipt, investigation and disclosure (where appropriate) of Suspicious Activity Reports to the Financial Reporting Centre. • The MLRO for Safaricom is Miriam Gikonyo. • The Fraud Manager for Safaricom is Edward Muchiri. • All Safaricom staff/Agents must use the Suspicious Activity Reporting (SAR) Form which will be sent to the above staff in Fraud management via [email protected] What is the 4D technique mentioned on the SAR form? The 4D technique will help you consider whether what you have seen may relate to criminal activity and is therefore suspicious or whether it is unusual but with a logical explanation. Unusual activity which is NOT suspicious should NOT be reported. The main headings of the 4D technique are as follows: • Details – What has happened? Do I need to know more? • Dates – When did it happen? Is it a one off transaction or a series of transactions? • Doubts – What made me suspect this relates to criminal activity? How well do I know the customer? Does anyone else know more? • Decision – You may decide; (i) That you are suspicious and therefore need to report the activity to the MLRO, (ii) Not to report it as you have concluded that there is a logical explanation for the activity, or (iii) Monitor the account to better understand the activity before making a final decision. AML Awareness Training

How do we fight it? What happens next to the report? The Money Laundering Reporting Officer will: • Gather additional evidence and fully investigate the circumstances surrounding the suspicion. • Decide whether or not to report to the Financial Reporting Centre • Advice the reporter if any action needs to be taken and whether or not the matter has been reported to the Reporting Centre.. • Liaise with the Centre during their investigation. The Suspicious Activity Reporting form is attached AML Awareness Training

Summary In this course you have learnt • The definition and process of money laundering. • How it affects Safaricom and you personally. • The legal requirements and consequences. • How to fight money laundering and terrorist financing as well as protect yourself and Safaricom. Be alert at all times - follow these AML Guidelines or contact Safaricom’s MLRO for advice AML Awareness Training

Knowledge Test • You will now be asked 10 questions on the subjects covered in this course. • You will be given your score at the end and will be required to re-take the test until you meet the pass mark of 70%. Good luck! AML Awareness Training

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Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

• Phoomjai Sornsenee 1 ,
• Pawita Limsomwong 1 ,
• Polathep Vichitkunakorn 1 ,
• Supakorn Sripaew 1 ,
• Supinya Sono 1 ,
• Kanisorn Sungkaro 2 ,
• Theepat Wongkittithaworn 3 ,
• Thadakorn Tantisarasart 4 ,
• Pongphon Chuchuen 5 ,
• Katti Sathaporn 6 &
• Kwanchanok Chantaramanee 7  

BMC Medical Education volume  24 , Article number:  842 ( 2024 ) Cite this article

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The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.

A comprehensive assessment was conducted on first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).

Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.

Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

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In medical education, assessment extends beyond mere knowledge acquisition. It emphasizes the mastery of essential skills and the medical profession. [ 1 ] Among various approaches, competency-based assessment stands out, [ 2 ] as it encompasses the full range of knowledge, skills, and attitudes. [ 3 ] This approach focuses extensively on Health System Science (HSS), which is globally recognized as the third pillar of medical education. [ 4 ] HSS integrates systems thinking and the complexities of healthcare systems, equipping medical professionals to adeptly navigate and manage the socio-economic, political, and interpersonal factors influencing healthcare. [ 5 ] Furthermore, the cognitive domain is an integral facet of HSS, emphasizing Higher-Order Thinking (HOT) skills, such as critical thinking, problem-solving, and analytical reasoning. [ 6 , 7 ] These skills are crucial to effectively engaging with the broader constructs of HSS.

The challenges brought by the COVID-19 pandemic have reshaped traditional teaching and prompted a re-evaluation of existing assessment methods. [ 8 , 9 , 10 ] Global institutions, faced with the limitations of in-person interactions, have found it essential to transition to digital platforms. [ 10 ] This shift has highlighted the need for adopting Technology Enhanced Assessment (TEA) methods, which align well with the emerging online teaching environment. [ 11 , 12 ] In this new paradigm, it is crucial that TEA methods, especially online video assessments, effectively evaluate competencies for the digital age. However, their efficacy in specific areas like HSS remains under exploration.

Oral presentations, especially in online video formats, may offer unique insights into a student’s HOT capabilities, which are essential for HSS assessments. These evaluations could potentially elucidate core areas within HSS, such as systems thinking, health policy, and the social sciences. Previous studies hint at the efficacy of oral assessments in areas like social sciences [ 13 ] and professionalism. [ 14 ] However, the robustness and reliability of video-based oral presentations as an assessment tool warrant further investigation. Another consideration is the potential bias resulting from varying presentation skills. [ 15 , 16 ] Students with exemplary presentation skills may overshadow essential content gaps, while those less adept at presenting might not be duly acknowledged for their depth of HSS knowledge. To ensure fair and effective assessment, it is critical to carefully differentiate true competency from mere presentation prowess.

In this study, we investigate the effectiveness of online video assessments in capturing medical students’ competency in the HSS curriculum, focusing on topics like systems thinking, health policy, medical ethics, and social health determinants. Our research primarily aims to gauge score consistency across assessors. We employ the Interclass Correlation Coefficient (ICC) to measure inter-rater reliability and use Spearman’s Rho—a statistical method—to determine correlations among assessors. Alongside, we explore the relationship between foundational HSS competenies (C) and presentation skills (P) through mixed-effects modeling. Elucidating the interplay between C and P offers a nuanced perspective for HSS assessments.

Study design, setting, and participants

The study involved a comprehensive assessment of all first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. The curriculum aims primarily at two objectives. First, it seeks to provide comprehensive medical education enriched with HSS concepts. Second, it intends to attract students from rural areas, nurturing them with the hope they will return and serve their home communities, equipped with a deep understanding of the public health system.

Examination process

First-year medical students undertook three distinct exams, each designed to assess various dimensions and complexities of Higher-Order Thinking (HOT) skills within the Health System Science (HSS) curriculum. For a detailed breakdown of exam formats, materials, and timing, refer to Table  1 .

Exam 1 on Social Health Determinants (SDHs) : This exam assesses foundational HOT skills such as understanding, recall, and application, in addition to critical thinking and problem-solving. It integrates theoretical and practical elements to evaluate how students apply systems thinking to real-world health challenges.

Exam 2 on Health Care Policy : This exam focuses on deeper analytical and synthetic HOT skills, evaluating students’ abilities to critically engage with and construct reasoned arguments regarding health policy issues.

Exam 3 on Medical Ethics : Similarly, this exam tests the students’ ability to analyze, synthesize, and evaluate ethical dilemmas in medical practice, enhancing their understanding of the ethical frameworks essential to health system science.

Each exam incorporates elements of systems thinking, foundational to mastering HSS. The assessments were developed by an impartial educator and are conducted over a standardized 40-minute session, utilizing a Learning Management System (LMS) developed by the faculty of medicine.

Assessment technique and evaluation

After the three exams, students’ response videos were assessed by a panel of seven expert assessors specializing in medical education. The assessment process utilized a detailed rubric, designed to capture the depth and nuance of HOT as intended in each exam. This rubric, informed by the principles of HOT and HSS, combined a numerical scale (ranging from 1 to 10) with explicit descriptors for each score, providing clarity on performance expectations. This ensured evaluations were consistent and adequately represented the depth of student understanding in relation to the complexities integrated into the three exams. The training of our panel of assessors focused on the foundational principles of Health System Science (HSS) and the effective application of the assessment rubric. The initial session introduced the assessors to the rubric, highlighting its alignment with key HSS competencies such as systems thinking and value based care. This included a detailed explanation of the scoring system and performance standards.

The students were assessed based on two primary criteria. First , their competency skills were evaluated using the rubric formulated by the educational research team to capture the nuances of HOT. Second , their presentation skills were assessed, focusing on accuracy, clarity, and the effectiveness of their communication, drawing from criteria established in previous research. [ 16 ]

Statistical analysis and reliability assessment

Assessor Score Correlation : We utilized the Spearman rank correlation method to understand the interrelationships among assessor scores. Data for each of the three exams (Exams 1–3) are presented in tables, which display the Spearman’s rho coefficients for competency (C) scores and presentation (P) scores. A rho value near 1 signifies a strong correlation; a value between 0.5 and 0.75 indicates a moderate correlation; a value between 0.3 and 0.5 suggests a weak correlation; and a value close to 0 implies negligible correlation.

Reliability Estimation : The level of agreement among assessors was quantified using the Interclass Correlation Coefficient (ICC). Each ICC value was complemented with its respective 95% confidence interval. It is essential to note the interpretative context of the ICC values: those below 0.5 signify poor reliability; values ranging from 0.5 to 0.75 denote moderate reliability; values between 0.75 and 0.9 are indicative of good reliability; and values exceeding 0.9 are demonstrative of excellent reliability.

Relationship between Presentation and Competency : A jitter plot depicted individual student performances, with colors differentiating each assessor. A mixed-effects model was implemented to consider potential variability due to individual assessors. The model’s coefficient indicated the anticipated shift in competency relative to presentation skills.

Software and Packages : All analytical processes, from data visualization to heat map creation, were executed using R software, version 4.3.1 with packages. [ 17 , 18 , 19 , 20 ]

Our evaluation offers insights into both the correlation and reliability of assessments. The 10 participants, scores across the three exams were evaluated by seven expert assessors. Spearman’s Rho values, as illustrated in Tables  2 and 3 , indicate correlations for competency scores (C) and presentation scores (P). All correlations emerged as positive; however, there were discernible variations in strength from weak to strong for both competency and presentation scores across different assessors and exams. The Interclass Correlation Coefficient (ICC) values for C scores across exams were 0.42 (95% CI = 0.18–0.74) for Exam 1, 0.27 (95% CI = 0.09–0.61) for Exam 2, and 0.35 (95% CI = 0.12–0.68) for Exam 3. P scores for these exams were 0.44 (95% CI = 0.20–0.75) for Exam 1, 0.32 (95% CI = 0.12–0.66) for Exam 2, and 0.48 (95% CI = 0.24–0.78) for Exam 3. When considering the 95% confidence intervals for both competency and presentation scores, these ICC values suggest a range of reliability from poor to moderate.

Further exploration of the correlation between C and P scores across the three exams is depicted in Figs.  1 and 2 , and 3 , respectively. Each figure presents a jitter plot that highlights individual data points; different colors represent individual assessors. The overall mixed-effects model prediction is captured by a red dotted line, flanked by the 95% confidence interval (CI). For Exam 1, the model indicates a positive correlation between C and P scores with a coefficient of 0.16, but this is not statistically significant ( p  = 0.073). In contrast, both Exams 2 and 3 consistently showed statistically significant positive correlations between C and P scores, with all assessors reflecting this trend.

Jitter plot of exam 1 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 2 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 3 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Medical education, especially in areas like HSS, has significantly evolved due to global trends. As digital platforms have surged in popularity, exacerbated by the COVID-19 pandemic, the emphasis on online assessments has grown. Our study, deeply rooted in HSS, sheds light on the broader challenges of online evaluations. Specifically, it underscores the balance required between content mastery and effective presentation in an environment where both are paramount.

One key finding from our study is the role of assessor calibration. Using statistical measures like ICC and Spearman’s rho, we observed a positive correlation in inter-rater reliability, accompanied by variations. It is imperative to recognize that our research’s primary objective was not solely to evaluate the efficiency of our rubric scores but to scrutinize the efficacy of our video assessment design for HSS. Prior studies support our conclusions, suggesting that rubric-based grading can have varying reliability. [ 21 , 22 , 23 ] Such deviations can arise due to factors including the content under examination, the adopted grading criteria, statistical evaluation methods, the nature of the test, and the number of involved assessors or participants. [ 21 , 24 ]

In addressing the challenges of evaluating complex topics such as healthcare politics and policies, our assessor training was tailored to enhance the use of a comprehensive rubric and objective assessment skills. The training included detailed reviews of HSS case studies and scenario-based exercises, emphasizing strategies to mitigate personal biases and maintain consistency across varied content. This approach helped ensure that all assessors were equipped to objectively assess responses, even in subjects prone to subjective interpretation. Upon deeper observation, we found that Exam 2 showed a lower correlation among scorers compared to Exams 1 and 3. This could be attributed to the content of Exam 2, which focused on healthcare politics and policies. Such policy-oriented topics can lead to varied interpretations among assessors, making it challenging to determine a universally acceptable answer. [ 25 ]

Our research underscores the crucial balance between competency and presentation skills. With the rise of digital platforms, the ability to articulate and communicate effectively has become indispensable for professional competency. [ 26 ] A related study, utilizing platforms like Zoom for assessments, aligns with our findings. [ 27 ] It emphasizes that when evaluating online, it is essential to distinguish domains like metacognition and creativity. Many evaluation methodologies prioritize oral presentation capabilities, relegating content knowledge to a secondary role. [ 14 , 15 , 28 ] In disciplines demanding HOT skills, such as HSS, merging these domains could potentially obscure the importance of specific competencies. Therefore, to ensure fair and effective assessments, it is vital to carefully differentiate between true competency and the enhancement effect of presentation prowess. This vigilance is crucial because exemplary presentation skills can sometimes overshadow gaps in content knowledge, while less polished presentation skills might lead to underestimation of a student’s understanding and competence. In response to this challenge, educational institutions should incorporate robust communication and presentation training modules into their curricula. [ 28 ] This would ensure that graduates are not only well-versed in their fields but also adept at articulating their knowledge.

Reflecting on our video assessment approach in HSS, the novel method we employed to understand the nexus between competency and presentation skills emerges as a strength. With the prevailing trend of transitioning to digital platforms in medical education, our insights stress the essence of both thorough content comprehension and proficient communication.

In our study, we employed a numeric scoring scale to quantify student performances, which provides precision and facilitates straightforward comparison. This method offers the advantage of detailed quantification, allowing for fine distinctions between levels of competency. However, it may introduce inconsistencies, especially when assessing complex competencies that require nuanced judgment. Alternatively, ordinal rating systems, which categorize performances into descriptive levels such as excellent, good, fair, or poor, can simplify assessments and potentially enhance consistency by more clearly delineating broad performance categories. Each system has its merits, with numeric scales offering granularity and ordinal scales providing clearer benchmarks. [ 29 ] This distinction underscores a key aspect of our current methodology and presents a valuable area for future research to explore the optimal balance between detailed quantification and categorical assessment in evaluating both competency and presentation skills in medical education.

In this study, we intentionally employed a diverse panel of seven expert assessors rather than the conventional use of two raters. This decision was guided by the aim to enhance the reliability and depth of our evaluations, particularly given the complex competencies involved in HSS. A larger panel allows for a more comprehensive range of perspectives on student performances, which is critical in a field where subjective judgment can significantly influence scoring. However, this approach can also introduce variability in scoring due to differences in each rater’s interpretation and emphasis, which might not be as pronounced with a smaller, more uniform panel. By using seven raters, we aimed to capture a broader spectrum of interpretations, which, while enriching the assessment, could also lead to increased score dispersion and affect the overall consistency of the results. This aspect of our methodology could have influenced the outcomes by either mitigating or exaggerating individual biases, thus impacting the inter-rater reliability as reported. To address these challenges, integrating AI technology could provide a valuable tool. Artificial intelligence can assist in standardizing evaluations by consistently applying predefined criteria, potentially reducing the variability introduced by multiple human assessors. [ 30 , 31 ] This hybrid approach, blending human insight with AI precision, represents a promising direction for future research, aiming to balance depth and reliability in complex competency assessments.

Considering the observed shift towards online assessments in medical education, this study sought to evaluate the efficacy of video assessments in measuring both competency and presentation skills within the Health System Science (HSS) framework. Our findings reveal positive correlations between these skills, indicating that effective presentation can enhance the perception of competency. However, variations in inter-rater reliability highlight the necessity for standardized assessment criteria and consistent assessor training. By implementing these strategies, educational institutions can ensure greater accuracy and reliability, which is crucial for accurately assessing student competencies in a digital learning environment. Thus, our study substantiates the importance of both thorough competency assessment and the enhancement of presentation skills in online medical education.

Data availability

The dataset analysed in the current study is available upon request from the corresponding author.

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Acknowledgements

We wish to thank the Department of Family Medicine and Preventive Medicine at Prince of Songkla University for supporting our research endeavors. Our gratitude is also extended to Assistant Professor Kanyika Chamniprasas, Vice Dean for Education, and Assistant Professor Supaporn Dissaneevate for their roles in creating and backing the health system reform curriculum for medical students, which contributed to this study.

No funding was received for this research.

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Phoomjai Sornsenee, Pawita Limsomwong, Polathep Vichitkunakorn, Supakorn Sripaew & Supinya Sono

Division of Neurosurgery, Department of surgery, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Kanisorn Sungkaro

Division of Head and neck surgery, Department of otolaryngology, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, Songkhla, Thailand

Theepat Wongkittithaworn

Department of Anesthesiology, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Thadakorn Tantisarasart

Department of Rehabilitation Medicine, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Pongphon Chuchuen

Department of Psychiatry, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Katti Sathaporn

Department of Emergency Medicine, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

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Contributions

All authors made a significant contribution to the reported work. P.S., P.L. S.So., T.T., P.C, K.S., K.C. designed the study and obtained research ethics approval; P.S., P.V., S.Sr., K.S., and T.W., analysed and visualized the data; all authors interpreted the results, drafted, and revised the manuscript, and read and approved the final version of the manuscript.

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Correspondence to Phoomjai Sornsenee .

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This study was approved by the Human Research Ethics Committee (HREC), Faculty of Medicine, Prince of Songkla University, on March 12, 2022. (Approval Number: REC REC.65-114-9-1). HREC is official institute responsible for the ethical review and supervision of human research. The study was conducted in accordance with the Declaration of Helsinki. All participants and/or their legal guardian(s) provided electronic informed consent before participating in the study, in accordance with established procedures. All questionnaires were fully computerised by the researchers and anonymised to ensure confidentially.

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Sornsenee, P., Limsomwong, P., Vichitkunakorn, P. et al. Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education. BMC Med Educ 24 , 842 (2024). https://doi.org/10.1186/s12909-024-05808-1

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BMC Medical Education

ISSN: 1472-6920

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