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Nursing Assessment01:29

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
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On Purpose: The Case for Alignment in Assessment.

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  • 1J. Norcini is research professor, Department of Psychiatry, SUNY Upstate Medical University, Syracuse, New York; ORCID: https://orcid.org/0000-0002-8464-4115 .

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Summary
This summary is machine-generated.

Competency-based curricula require criterion-based assessments for medical education. Using the same assessments for multiple purposes, like admissions and feedback, is inefficient and can lead to negative outcomes.

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Area of Science:

  • Medical Education
  • Assessment Science

Background:

  • Competency-based curricula in undergraduate medical education (UME) necessitate criterion-based assessments.
  • Current practices often use single assessments for both summative (e.g., residency admissions) and formative (e.g., feedback) purposes.
  • This dual-purpose approach in UME and graduate medical education (GME) is suboptimal and can introduce significant unintended consequences.

Purpose of the Study:

  • To highlight the challenges of using single assessments for multiple purposes in medical education.
  • To propose a framework for developing assessment systems that optimize for specific purposes.

Main Methods:

  • The study reviews current assessment practices in UME and GME.
  • It discusses the limitations of norm-referenced score interpretation for criterion-based needs.
  • A conceptual approach for a purpose-driven assessment system is outlined.

Main Results:

  • Using assessments for both decision-making and feedback compromises efficiency and effectiveness for both.
  • A single assessment cannot optimally serve distinct purposes like high-stakes admissions and developmental feedback.
  • Misinterpreting criterion-referenced scores from a norm-referenced perspective can invalidate assessment outcomes.

Conclusions:

  • Developing distinct assessment components for specific purposes enhances alignment and transparency.
  • Purpose-focused assessment design optimizes test content, score interpretation, and feedback.
  • This approach limits undesirable side effects and improves the validity and utility of educational assessments.