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Updated: May 20, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Expertise in performance assessment: assessors' perspectives.

Christoph Berendonk¹, Renée E Stalmeijer, Lambert W T Schuwirth

¹Institute of Medical Education, Faculty of Medicine, University of Berne, Konsumstrasse 13, 3010, Berne, Switzerland, christoph.berendonk@iml.unibe.ch.

Advances in Health Sciences Education : Theory and Practice

|August 1, 2012

Summary

This summary is machine-generated.

Faculty expertise in assessing medical trainees involves dynamic, interrelated factors and personal development. Understanding these elements is crucial for effective competency-based medical education and assessment design.

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Last Updated: May 20, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Medical Education
Expertise Development
Social Cognition

Background:

Growing interest in faculty's subjective judgments of trainee performance.
Link between faculty judgment and competency-based education and assessment for learning.
Importance of assessor expertise in performance assessment is recognized, but factors are unclear.

Purpose of the Study:

To explore factors influencing assessor expertise in medical performance assessment.
To develop a preliminary model for understanding assessor expertise.
To investigate faculty perceptions of how judgments about student performance are made.

Main Methods:

Grounded theory approach.
Seventeen semi-structured interviews with faculty members.
Analysis of faculty perceptions on performance judgment processes.

Main Results:

Identified three key categories: assessor characteristics, perceptions of assessment tasks, and assessment context.
Identified three recurring themes: perceived challenges, coping strategies, and personal development.
Highlighted the dynamic interplay of factors and the developmental nature of assessment processes.

Conclusions:

Assessor expertise is a complex, developmental process influenced by multiple interrelated factors.
Findings have implications for faculty development programs.
Conceptual framework can inform the design of future assessment programs in medical education.