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Assess clinical competence-an overview.

R M Harden¹

¹Professor of Medical Education, Centre for Medical Education, The University, Dundee, LID1 9SY, UK.

Medical Teacher

|February 4, 2014

Summary

This summary is machine-generated.

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Evaluating clinical competence requires careful consideration of assessment methods, timing, and who performs the evaluation. Effective assessment provides crucial feedback for both students and educators to ensure competency.

Area of Science:

Medical Education
Clinical Assessment

Background:

Assessing clinical competence is crucial for doctors and students.
Examiners must select appropriate methods to evaluate specific competencies.

Purpose of the Study:

To outline key considerations for effectively assessing clinical competence.
To emphasize the importance of method selection, feedback, timing, and self-assessment.

Main Methods:

Discussion of various assessment tools: objective structured clinical examination (OSCE), patient management problems (PMP), supervisor reports, project work, assignments, and case record audits.
Consideration of the functions of clinical assessment, including feedback.
Analysis of assessment timing (in-course vs. end-of-course) and assessor roles.

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Main Results:

Multiple assessment methods exist, each suited for different competencies.
Clinical assessment serves vital feedback functions for learners and teachers.
Both formative (in-course) and summative (end-of-course) assessments are valuable.
Self-assessment by students/doctors is a relevant component of the evaluation process.

Conclusions:

Effective clinical competence assessment necessitates a strategic approach to method selection, timing, and assessor involvement.
Utilizing a variety of assessment tools and incorporating feedback mechanisms enhances the evaluation process.
The role of self-assessment should be integrated into the overall framework for evaluating clinical competence.