By Peter Cantillon, Diana Wood
A realistic consultant to educating in drugs geared toward medical professionals who sooner or later of their occupation need to educate, no matter if in a lecture room or in a medical atmosphere. important articles on idea with a better emphasis on 'how to do it'.
Authors contain one of the most authoritative clinical educationalists on the earth; therefore readers gets the advantage of writers who've nice instructing event subsidized up via vast academic study.
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Limitations Skill based assessments are based on tasks that approximate performance in the area of interest. The assumption is that the closer the tasks are to “real world” tasks, the more valid the assessment. Three aspects of an OSCE limit how closely the stations approximate clinical practice. Firstly, time limited stations often require trainees to perform isolated aspects of the clinical encounter. This deconstructs the doctor-patient encounter and may be unacceptable for formative assessments.
Methods Although the focus of this article is on practising doctors, work based assessment methods apply to medical students and trainees as well. These methods can be classified in many ways, but this article classifies them in two dimensions. The first dimension describes the basis for making judgments about the quality of performance. The second dimension is concerned with how data are collected. Basis for judgment Outcomes In judgments about the outcomes of their patients, the quality of a cardiologist, for example, might be judged by the mortality of his or her patients within 30 days of acute myocardial infarction.
However, the basic requirements for reliability and validity have not always been achieved in traditional “long case” and “short case” assessments. Skill based assessments have to contend with case specificity, which is the variance in performance that occurs over different cases or problems. In other words, case specificity means that performance with one patient related problem does not reliably predict performance with subsequent problems. For a reliable measure of clinical skills, performance has to be sampled across a range of patient problems.
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood