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Assessing clinical competence at the undergraduate level
1Department of Medicine, University of Adelaide, Queen Elizabeth Hospital, Woodville, South Australia.
Medical Education
|November 1, 1992
Summary
Medical teachers need improved methods to assess student clinical competence, distinguishing it from performance. A multi-format approach combining practice and examination settings is recommended for better evaluation.
Area of Science:
- Medical Education
- Clinical Assessment
Background:
- Medical school teachers require guidance on assessing undergraduate clinical competence.
- Distinguishing clinical competence from clinical performance is crucial for accurate evaluation.
Purpose of the Study:
- To provide guidelines for medical school teachers on assessing clinical competence.
- To outline an approach for defining assessment criteria and methods.
Main Methods:
- Discussion of validity, reliability, and practicability in clinical assessment settings.
- Review of various assessment methods, detailing their strengths and weaknesses.
- Exploration of scoring and standard-setting considerations.
Main Results:
- Current assessment methods for clinical competence often require improvement.
- A multi-format assessment strategy is necessary, integrating practice and examination settings.
Conclusions:
- Enhancing the quality of clinical competence assessment necessitates abandoning or modifying traditional methods.
- Introduction of new assessment techniques is essential for comprehensive evaluation.
- A balanced approach using diverse methods is key to effective clinical skills assessment.