Evaluation of student performance in the clinical setting using the process skills approach

An instrument for evaluating the clinical component of an allied health program must assess complex behaviors beyond those encountered in the classroom. When developing such an instrument, the evaluator must often consider the interaction of two or more behavioral domains. This interaction may be defined as a process skill. Using a process skills approach to evaluation facilitates the incorporation of the affective domain when specific behavioral objectives are identified and correlated with evaluation items.