Clinical oral examinations: assessment of competence in radiation therapy

Abstract

Matching assessment strategies to learning outcomes in radiation therapy education is of the utmost importance. Assessing clinical competence requires that 'competence' be clearly defined prior to the start of any clinical programme. In this article, we report on our experience in using clinical oral examinations in assessing competence in second year undergraduate radiation therapy students. The shortcomings of clinical oral examinations such as 'leaking' of the agenda are addressed and more positive attributes, such as increased collaboration between academic and clinical radiation therapists are discussed.

Clinical perceptions of radiation therapy undergraduate competency standards

“…It is generally accepted6,7 that capability or professional competence is difficult to assess as it includes cognitive and emotional aspects, not just technical aspects of practice. ‘Professional competency is more than factual knowledge and the ability to solve problems with clear cut solutions; it is defined by the ability to manage ambiguous problems, tolerate uncertainty and make decisions with limited information’ 17.…”

“…When formulating an appropriate assessment of competence, it was helpful to consider the distinction between a ‘competency’ relating to requirements of a task and ‘competence’ relating to personal attributes 6. Although this article discussed the use of clinical oral examinations to assess competence in radiation therapy (RT) students in Ireland, the definition of competence for RTs in current undergraduate courses is important.…”