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Developing a professional approach to work-based assessments in rheumatology
Catherine Haines1, Reg Dennick, José António P da Silva
1Medical Education Unit, University of Nottingham, Nottingham, UK. catherine.haines@nottingham.ac.uk
Best Practice & Research. Clinical Rheumatology
|June 5, 2013
Summary
This study explores how rheumatologists maintain clinical expertise through workplace assessments. It emphasizes developing reflective practice for effective professional development and competence evaluation.
Area of Science:
- Medical Education
- Professional Standards in Rheumatology
Background:
- Doctors in key European countries develop and maintain clinical knowledge in rheumatology.
- Workplace assessment is crucial for professional standards.
Purpose of the Study:
- To discuss educational theories related to learning and assessment in rheumatology.
- To examine the development of professional attitudes alongside skills.
- To advocate for reflective practice in work-based assessments.
Main Methods:
- Discussion of key educational theories (experiential learning, reflective practice).
- Analysis of formative and summative assessments.
- Review of current assessment frameworks (UK, North America).
- Listing and explanation of summative assessments in UK postgraduate medicine.
Main Results:
- Experiential learning is driven by formative and summative assessments.
- Reliability and validity are essential principles in assessment.
- Professional attitudes and reflective practice are vital for competence.
Conclusions:
- Developing a professional reflective-practitioner attitude is key for work-based assessments.
- Barriers to professional assessment of competence in rheumatology exist.
- Individual practitioners can improve assessment processes as assessors and trainees.
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