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A tripartite approach to assessing practice.

T Long1, J Asbury

  • 1School of Healthcare Studies, University of Leeds. a.j.long@leeds.ac.uk

Journal of Child Health Care : for Professionals Working with Children in the Hospital and Community
|July 13, 2000
PubMed
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Assessing clinical competence requires evaluating practical skills, not just theory. A collaborative approach involving students, supervisors, and educators provides a robust method for assessing clinical practice effectively.

Area of Science:

  • Medical Education
  • Clinical Skills Assessment

Background:

  • The assessment of clinical competence has been historically underdeveloped compared to theoretical knowledge evaluation.
  • There is a need for improved methods to assess practical clinical skills across various professional levels.

Purpose of the Study:

  • To highlight the importance of assessing clinical practice alongside theoretical knowledge.
  • To address the gap in evaluating clinical competence at different educational or career stages.

Main Methods:

  • Emphasizes the necessity of using multiple sources of evidence for accurate clinical practice assessment.
  • Proposes a tripartite model involving the practitioner/student, supervising practitioner, and lecturer.

Main Results:

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  • The tripartite relationship offers a flexible framework for gathering and evaluating evidence of clinical achievement.
  • This collaborative model enhances the comprehensiveness of clinical competence assessment.

    • Conclusions:

    • Clinical practice assessment is crucial and requires diverse evidence.
    • The proposed tripartite assessment model is a valuable tool for evaluating clinical competence effectively.