Assessing Clinical Competencies.
Piercey, C. Defines competency; establishes the link between competencies and professional education; outlines the core concepts underlying competency-based assessment in general and as applied to nursing; and briefly describes key observational and written strategies useful in assessing clinical competence. From the Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University, 1995. |
Assessing competence in surgical dentistry.
Evans, AW. Reviews the literature and discuss some of the issues that will have to be addressed as objective assessment of the surgical dentists' skills is introduced. Discusses what is meant by competence and how we assess it, with particular emphasis on practical and technical skills. From the British Dental Journal, 190: 343-346, 2001. |
Assessment of Clinical Competence.
Wass V, van der Vleuten, C, Shatzer J & Jones R. Although written and oral exams can be used to test recall and application of knowledge, more sophisticated methods are needed to assess clinical performance, including direct observation, objective structured clinical examinations, and the standardized patients. These assessments should be designed with respect to key issues including blueprinting, validity, reliability, and standard setting, as well as clarity about their formative or summative function. Lancet 2001; 357: 945-49 - requires free registration to access |
Assessment of Competence.
Irish Nursing Board. Provides links to the Proceedings of the September 2001 Dublin Conference covering the concept of competence, the development of competencies for nursing registration in Ireland, and experiences with the pilot competency assessment tool. Includes appendices providing references, a glossary and a description of the theory of experiential learning (Steinaker & Bell, 1979). |
Clinical Teaching and the OSCE in Pediatrics.
Kemahli, S. In order to address the current problems in clinical training of students, a well-designed program of observation feedback is needed. Students also need to practice in a variety of clinical and community settings. Last, we should use objective structured clinical examinations (along with complementary modes of assessment) both to assess students and help them acquire appropriate behavior and skills. |
Competency Assessment: Methods for Development and Implementation in Nursing Education.
Redman, RW, Lenburg, CB & Hinton Walker, P. Provides an overview of the contemporary focus on competency assessment in nursing education. The redesigned nursing curriculum at the University of Colorado is presented as an exemplar of a practice-oriented model that requires competent performance among students. Methods for implementing a competency-based curriculum and lessons learned during the process are discussed. |
Evaluating Outcomes in Physiotherapy Students.
Liston, Colleen. Reviews the concepts of standards and outcomes as related to professional education in general and physical therapy (PT) education in particular. Briefly describes the development of PT competency standards in Australia and their application to evaluating outcomes in PT students. Includes reference bibliography. From the Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University, February 1995. |
Evaluation 101.
Miser, WF. Provides a brief overview of student's performance evaluation in the office setting. Focuses on using standards as the framework upon which to develop student evaluations. |
Evaluation 102.
Miser, WF. Reviews the essentials of providing an accurate evaluation, the methods used to evaluate student performance, and potential errors in evaluation that must be avoided. |
Evaluation of Learning Outcomes: Assessment Methods and Measurement Instruments.
The Institute for International Medical Education. Differentiates between 'objective' versus traditional methods of clinical evaluation; discusses what should be evaluated and when; differentiates between clinical competence and performance and their measurement; and the describes key considerations in selecting evaluation tools. |
Evaluation of Learning: An Impossible Task?.
Weber, ML. Identifies the various common forms of evaluation used in medical education (who evaluates? evaluation of whom? evaluation of what?); describes some of the major issues involved; outlines the basic conditions needed for good evaluation; and discusses the key considerations that should apply to both formative evaluation and to summative evaluations. |
Evolving Methods of Assessment.
Manogue, M., Kelly, M., Masaryk, S.B. Covers evolving methods of assessment in dentistry; their relationship to continuous quality improvement efforts; and the need for global convergence of education, training, quality, outcome & assessment. From the Proceedings of the DentEd Global Conference, Prague, Czech Republic, 2001. |
IDEA Papers - A Guide to Clinical Performance Testing (No. 7).
Kansas State University. Addresses the issues of defining competence and accounting for control problems in the naturalistic/clinical setting. Outlines 3 key steps in constructing a clinical evaluation system: Clarifying the purpose (formative vs. summative); Establishing the performance characteristics (goals, objectives, proficiencies); and Measuring student performance (using checklists, observation logs, critical incident forms, anecdotal records, faculty ratings, medical records). Provides a list of references. Somewhat dated (1882), but valuable nonetheless. PDF file. |
Key Considerations for Selecting Assessment Instruments and Implementing Assessment Systems.
Accreditation Council for Graduate Medical Education - Outcome Project. An effective clinical assessment system must coincide with the curriculum/program objectives, be based on prespecified standards, and use multiple methods, including direct observation. The tools or approaches used in such systems must be feasible to implement, provide valid and reliable data, and be appropriate for the settings in which they are used. |
Skill-based assessment.
Smee, S. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 703-706), from the ABC of learning and teaching in medicine series (clinical reviews). |
The Framework, Concepts and Methods of the Competency Outcomes and Performance Assessment (COPA) Model.
Lenburg, CB. Based on an identified need for a conceptual model of competence in nursing, derives the Competency Outcomes and Performance Assessment (COPA) Model. Topics include the eight core COPA practices; conversion of objectives to outcome statements; indicators of competence based on essential psychometric concepts; and creating competency performance examinations and assessments. ANA Continuing Education credits available. |
Work based assessment.
Norcini, JJ. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 753-755), from the ABC of learning and teaching in medicine series (clinical reviews). |
Overviews (17 links) 