Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

Hodges, Brian; Ginsburg, Shiphra; Cruess, Richard L.; Cruess, Sylvia R.; Delport, Rhena; Hafferty, Fred; Ho, Ming‐Jung; Holmboe, Eric S.; Holtman, Matthew C.; Ohbu, Sadayoshi; Rees, Charlotte E.; Cate, Olle ten; Tsugawa, Yusuke; Mook, Walther van; Wass, Val; Wilkinson, Tim; Wade, Winnie

doi:10.3109/0142159x.2011.577300

Cited by 277 publications

(306 citation statements)

References 32 publications

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“…Profesionalisme tenaga kesehatan sudah menjadi isu yang dibicarakan sejak lebih dari 25 tahun yang lalu termasuk rumusan pengertian, capaian kompetensi, dan penilaian profesionalisme (Hodges, et al, 2011). Tenaga kesehatan seperti dokter dan perawat ditantang untuk memiliki kompetensi profesionalisme seperti komunikasi secara efektif, berorganisasi, bekerja dalam tim, dan profesional yang disebut soft skill.…”

Section: Pendahuluanunclassified

“…Alasan yang menyebutkan MSF efektif adalah pelibatan berbagai sumber yang berinteraksi dengan mahasiswa seperti: pembimbing, kolega yaitu perawat non pembimbing, mahasiswa non keperawatan, self and peer assessment. Hal ini didukung oleh pernyataan dari Lynch, et.al (2004) di dalam Hodges, et al (2011) bahwa evaluasi PB menjadi lebih baik apabila melibatkan banyak evaluator seperti MSF, cognitive assessment, dan kuesioner pada pasien.…”

Section: Pendahuluanunclassified

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Validity and Reliability Assessment Tool of Nursing Students Professional Behavior

Asmara

2015

Nursing

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ABSTRAKPendahuluan: Shieffield Peer Review Assessment (SPRAT) adalah salah satu instrumen yang digunakan untuk menilai penampilan mahasiswa kedokteran dengan menggunakan metode Multi Source Feedback (MSF). Penelitian terdahulu menyebutkan bahwa MSF dengan SPRAT sebagai instrumen dapat diterapkan sebagai metode dan instrumen evaluasi untuk menilai professional behaviour (PB) mahasiswa keperawatan di setting klinik dan komunitas, namun membutuhkan modifikasi berupa tambahan item pernyataan. Berdasarkan hal tersebut, perlu dilakukan uji validitas dan reliabilitas untuk memastikan tingkat validitas dan reliabilitas instrumen penilaian. Metodologi: Uji yang dilakukan adalah uji content dan construct untuk validitas, serta uji inter-rater dan item covariance untuk reliabilitas. Partisipan yang terlibat terdiri atas 4 orang pembimbing klinik dan 116 orang mahasiswa. Hasil: Uji content validity menunjukkan perlunya item kedisiplinan dan kejujuran sebagai item no 22 dan 23. Uji construct validity menunjukkan 5 dari 23 pernyataan di instrumen penilaian yang tidak valid karena memiliki nilai pearson correlation < 0,3, namun tetap menjadi item pernyataan dengan pertimbangan kepentingan terhadap PB mahasiswa. Uji inter-rater dan item covariance reliability menunjukkan berturutturut instrumen reliabel dengan skor 0,460 dan 0,912. Diskusi: Instrumen penilaian dapat digunakan untuk menilai PB mahasiswa keperawatan karena valid dan reliabel. Penelitian lebih lanjut diperlukan untuk mengetahui efektivitas dari form penilaian ini terhadap perbedaan PB mahasiswa keperawatan. Kata kunci: validitas, reliabilitas, instrumen penilaian PB (professional behaviour) ABSTRACT Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical student's performance using

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Section: Pendahuluanunclassified

Validity and Reliability Assessment Tool of Nursing Students Professional Behavior

Asmara

2015

Nursing

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“…[61][62][63][64] While professionalism rating scales are available 53,65 and have been employed in OSCEs and as part of peer evaluations, 66 they are often difficult to administer. Many aspects of professionalism are difficult to define, at least in terms of specific behaviours.…”

Section: Professionalismmentioning

confidence: 99%

Review article: Assessment in anesthesiology education

Boulet

Murray

2011

Can J Anesth/J Can Anesth

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Purpose The purpose of this article is to provide a review of the competencies and associated assessment techniques relevant to the practice of anesthesiology. Although many of the competencies are difficult to define and measure specifically, advances in assessment techniques have provided more opportunities to gather meaningful performance data. Principal findings Establishing the competence of anesthesiologists demands a host of measures, including standardized tests and less-structured peer evaluations. Simulation-based assessment will play an increasingly important role both in certification and in maintenance of certification for anesthesiologists. Conclusions While there are many psychometric challenges associated with the assessments pertinent to the education of anesthesiologists, technological advances combined with an increased awareness of sound measurement principles will yield more meaningful competency measures that can be used to improve the practice of anesthesiology.

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“…Evaluation of professional behaviors is known to be critical to the successful implementation and the achievement of individual goals (Hodges et al, 2011;Koenig et al, 2003). These evaluations should be formative, frequent, rigorous, and followed by one or more methods of remediation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These evaluations should be formative, frequent, rigorous, and followed by one or more methods of remediation. Assessment can include one or more of the following options: student survey/self-assessment, faculty feedback, and statistical analysis of professionalism profiles (Hodges et al, 2011;Mason et al, 2014). Student self-assessment should be self-directed and supports the development of cognition, affect, and performance (Ledet et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Hackenberg

Toth-Cohen

2018

JOTE

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Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. ABSTRACTProfessional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on lowscoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. INTRODUCTIONProfessional behaviors have been identified as imperative for fieldwork success and held to high expectations by fieldwork educators (Campbell & Corpus, 2015;Koenig, Johnson, Morano, & Ducette, 2003;Robinson, Tanchuk, & Sullivan, 2012). Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al., 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors. However, few studies exist that offer ways in which professional behaviors necessary for successful performance in fieldwork can be addressed during a student's academic preparation. Additionally, it is unclear how these poor professional behaviors can be

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Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

Cited by 277 publications

References 32 publications

Validity and Reliability Assessment Tool of Nursing Students Professional Behavior

Validity and Reliability Assessment Tool of Nursing Students Professional Behavior

Review article: Assessment in anesthesiology education

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

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