"展示最好的自己":动态评估对在研究生培训中接受工作场所评估的学员的重要性
John Sandars1, Dario Cecilio-Fernandes2, Rakesh Patel3
1Edge Hill University Medical School, Edge Hill University, Ormskirk, UK.
British journal of hospital medicine (London, England : 2005)
|January 20, 2025
概括
动态评估改善了研究生培训中的基于工作场所的评估 (WPBA). 这种方法有助于学员在DOPS或MiniCEX等观察评估期间准确地展示技能,增强反.
科学领域:
- 医学教育 医学教育
- 临床评估 临床评估
- 心理学 心理学 心理学
背景情况:
- 在研究生培训中,基于工作场所的评估 (WPBA) 可能不准确地反映实习生的能力或整体能力.
- 现有的评估方法在捕捉学员表现的全部范围上可能是有限的.
- 需要改进策略,以确保对临床技能进行准确和全面的评估.
研究的目的:
- 将动态评估描述为一个干预措施,以提高WPBA的准确性.
- 解释动态评估如何帮助学员在观察评估期间表现出最佳表现.
- 突出动态评估在为专业发展提供有针对性的反方面的实用性.
主要方法:
- 动态评估是以理论驱动的,基于证据的干预方式进行的.
- 它涉及将教育支持与WPBA期间的评估相结合.
- 专注的问题被用作提示,以帮助学员的动机和认知过程.
主要成果:
- 动态评估可以更准确地反映学员的表现.
- 它使学员能够在观察性评估 (例如DOPS,MiniCEX) 中展示他们最好的能力.
- 训练员对提示的反应为训练员提供了宝贵的信息,以提供具体的反.
结论:
- 动态评估是提高WPBA的有效性和可靠性的宝贵工具.
- 这种方法支持学员展示他们的真正能力.
- 它促进了医疗培训中持续专业发展的增强反机制.
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