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Assessing professional behaviour and medical error.

Robert Cohen1

  • 1Hebrew University Faculty of Medicine, Jerusalem, Israel.

Medical Teacher
|May 24, 2001
PubMed
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Direct observation is crucial for assessing medical students

Area of Science:

  • Medical Education
  • Clinical Competence Assessment

Background:

  • Post-WWII changes in medical school missions de-emphasized teaching and traditional assessment methods.
  • Twentieth-century assessments favored methods like multiple-choice questions and objective structured clinical examinations over direct observation.
  • Recent decades show a growing emphasis on teaching and assessing professional behavior in medical education.

Purpose of the Study:

  • To advocate for direct observation as the optimal method for assessing professional behavior in medical students.
  • To highlight the need for assessment methods grounded in the clinical setting where students learn.
  • To address growing concerns regarding professionalism and medical error in healthcare.

Main Methods:

  • Review of clinical competence assessment methods over the past 50 years.

Related Experiment Videos

  • Analysis of the shift away from direct observation towards less contextually relevant assessment tools.
  • Proposal for a renewed focus on direct observation of performance in clinical settings.

    • Main Results:

    • Historical assessment methods have largely been detached from the practical clinical environment.
    • Direct observation has been underutilized in assessing clinical competence and professional behavior.
    • Professionalism and medical error are key areas requiring improved assessment strategies.

    Conclusions:

    • Direct observation is the most effective method for evaluating medical students' professional behavior.
    • Assessment strategies must be re-anchored in the clinical setting to accurately gauge competence.
    • Increased attention to assessing professionalism and medical error through direct observation is urgently needed.