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In-training assessment in postgraduate training for general practice
1Royal Australian College of General Practitioners, South Melbourne, Victoria, Australia.
Medical Education
|April 22, 1999
Summary
This study proposes a framework to balance formative and summative assessments in general practice training. It aims to guide learning and certification decisions without compromising feedback quality for doctors in training.
Area of Science:
- Medical Education
- General Practice Training
- Assessment Frameworks
Background:
- Assessment in general practice training serves dual roles: guiding learning and certifying competence.
- Confusing these roles can negatively impact trainee development and decision-making.
- The Royal Australian College of General Practitioners (RACGP) Training Programme utilizes specific assessment strategies.
Purpose of the Study:
- To propose a conceptual framework clarifying the relationship between formative, in-training, and end-point assessments.
- To address the potential confusion between assessment for learning and assessment for certification.
- To identify assessment formats suitable for progress decisions without hindering feedback.
Main Methods:
- Literature review on assessment in medical education.
- Analysis of assessment strategies within the RACGP Training Programme.
- Development of a conceptual framework explaining assessment relationships.
Main Results:
- A conceptual framework is presented, differentiating formative, in-training, and end-point assessment roles.
- The framework aims to delineate assessment functions to prevent role confusion.
- Identified assessment formats support both progress decisions and constructive feedback.
Conclusions:
- A clear framework is essential for effective general practice training assessment.
- Distinguishing assessment purposes enhances both learner guidance and certification accuracy.
- Optimized assessment strategies can support competent practice without compromising educational feedback.