Related Experiment Videos
[Assessing professional training]
1Centro di Educazione medica, Facoltà di Medicina e Chirurgia, Università Campus Bio-Medico, Via Longoni 47, 00155 Roma. p.binetti@unicampus.it
La Clinica Terapeutica
|April 20, 2002
Summary
Assessing clinical competence in medical clerkships requires integrated performance evaluation, not atomistic approaches. Emphasis should be on formative assessment to bridge the gap between educational objectives and actual student performance.
Area of Science:
- Medical Education
- Clinical Competence Assessment
Context:
- Clerkship phase of undergraduate medical training.
- Current debate on assessment methods.
- Increasing value on teaching and teacher training.
Purpose:
- Critique atomistic approaches to clinical competence assessment.
- Advocate for integrated performance evaluation in clerkships.
- Highlight the formative role of assessment.
Summary:
- Current clerkship assessment often uses atomistic approaches, splitting clinical competence into attributes.
- The objective structured clinical examination (OSCE) assesses simulated performance but has limitations.
- A gap exists between educational objectives and assessment outcomes in clerkship training.
Impact:
- Suggests improvements are needed in clerkship assessment strategies.
- Emphasizes continuous monitoring of student progress.
- Aims to align assessment with educational objectives for better medical training.