[Clinical supervisors' perceptions concerning assessment of pre-registration house officers]

To improve postgraduate medical education, competence-based assessment has been introduced. This is a new approach in Denmark. The aim of this study was to investigate clinical teachers' perceptions of the current practice comprising a pre-registration house officers assessment logbook and their general attitudes towards assessment of the junior doctors.

Semi-structured interviews were conducted with 13 clinical teachers. Sampling was done in order to represent both medical and surgical departments and general practice departments. The interviews were recorded and transcribed. Data were analyzed using the encoding program Ethnograph version 5.0.

The assessment logbook was used as and considered a record of clinical experiences. The predominant method of assessment was indirect evidence of the trainee's performance rather than structured direct observation. Assessment was primarily based on a general impression encompassing issues of professionalism, rather than the 124 learning objectives stated in the logbook.

This study highlights perceptions about education that are historically and culturally rooted. When introducing new concepts, such as assessment, it is essential to ensure the supervisors' understanding of these concepts. Faculty development could be one step in the process of producing such understanding. However, changing historically and culturally rooted perceptions is a lengthy process.