Assessment of osteopaths: Developing a capability-based approach to reviewing readiness to practice

Abstract

ABSTRACT.A new approach to assessment design is considered through the process of the development of a set of capabilities for osteopathic practice that start from an understanding of a concept of 'practice' applicable to real, situated osteopathic healthcare. Appropriately framed capabilities inform a variety of assessment needs, allowing different tools to assess common standards across many credentialing, high stakes, summative and formative situations, and through work based practice. An argument is made for the inclusion of a work-based phase of assessment in high stakes examinations for overseas trained candidates as the best way to capture real / situated practice enabling the assessment process to contribute to on-going professional learning. The relationship of assessment to learning is regarded as vital to the development of many aspects of regulatory policy, programme accreditation, continuing professional development and needs to be considered by stakeholders concerned with maintaining and improving standards of practice.

A scoping review of the methods and processes used by regulatory bodies to determine pharmacists’ readiness for practice

“…Other healthcare professions including nursing, physiotherapy, dentistry, medicine and osteopathy have published on their graduates' readiness to practise, linking this with being adequately trained, prepared and competent to practise independently. [60][61][62][63][64] Although a specific definition of the term is lacking across all healthcare professions, there appears to be an appreciation in many of these disciplines that in order to ensure graduates are practice-ready, it is important to clarify the concept of practice readiness. The field of nursing, in particular, considers practice readiness, as a concept, to be underdeveloped and warranting a conceptual definition, stating that its consequences include provision of safe care, performance confidence and enhanced ability to transition into the required role, all of which are beneficial, not only to graduates themselves, but to the profession, the healthcare system and patients.…”

Methods of assessment used by osteopathic educational institutions

“…It appears that the use of portfolios would be appropriate for the process of engaging students in their learning through reflection and developing an understanding of all facets of osteopathic practice, particularly where the assessment is linked to other assessments and capabilities. 34 "…feedback is used to actively improve student learning." 2 Feedback to students was widely utilised by the institutions both post-assessment and on an ongoing basis in the student teaching clinic setting.…”

Introducing a portfolio assessment in a pre-professional osteopathy program

“…The portfolio assessment has been blueprinted against the domains and elements in the GCOP. 6,9 INSERT Table 1 here 2. Develop 'rules' for what will be accepted as evidence Students will be provided with the GCOP at the beginning of the academic year, along with a portfolio guide and the assessment sheet.…”

“…Define who the examiners are and how the assessment will be conducted background to assessment Any assessment should be reliable, valid and authentic, in addition to being fair and reasonable. 9 In the use of a portfolio, validity is established though the blueprinting of the assessment against capabilities (in this case the GCOP) as noted above.…”