Clinical work sampling

Turnbull, Jeffrey; MacFadyen, John; Barneveld, Christina van; Norman, Geoff

doi:10.1046/j.1525-1497.2000.06099.x

Cited by 56 publications

(10 citation statements)

References 18 publications

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“…The manual search of reference lists yielded another 5 articles. The resulting 39 articles dealt with 18 different assessment instruments (Alves de Lima et al 2007 ; Anderson et al 2005 ; Burch et al 2006 ; Cook et al 2008 ; Cook and Beckman 2009 ; Cruess et al 2006 ; Donato et al 2008 ; Dowson and Hassell 2006 ; Durning et al 2002 ; Golnik et al 2004 ; Golnik and Goldenhar 2005 ; Han et al 2005 ; Hatala et al 2006 ; Hatala and Norman 1999 ; Holmboe et al 2003 ; Kogan et al 2002 , 2003 ; Kogan and Hauer 2006 ; Lane and Gottlieb 2000 ; Links et al 1984 ; Malhotra et al 2008 ; Margolis et al 2006 ; Nair et al 2008 ; Norcini et al 1995 , 1997 , 2003 ; Norcini and Burch 2007 ; Nyman and Sheridan 1997 ; Paukert et al 2002 ; Prescott et al 2002 ; Prescott-Clements et al 2008 ; Richards et al 2007 ; Ringsted et al 2003 ; Ross 2002 ; Shayne et al 2002 , 2006 ; Torre et al 2007 ; Turnbull et al 2000 ; Wilkinson et al 2008 ), which are listed in Table 1 .…”

Section: Resultsmentioning

confidence: 99%

In-training assessment using direct observation of single-patient encounters: a literature review

Pelgrim

Kramer

Mokkink

et al. 2010

Adv in Health Sci Educ

127

110

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We reviewed the literature on instruments for work-based assessment in single clinical encounters, such as the mini-clinical evaluation exercise (mini-CEX), and examined differences between these instruments in characteristics and feasibility, reliability, validity and educational effect. A PubMed search of the literature published before 8 January 2009 yielded 39 articles dealing with 18 different assessment instruments. One researcher extracted data on the characteristics of the instruments and two researchers extracted data on feasibility, reliability, validity and educational effect. Instruments are predominantly formative. Feasibility is generally deemed good and assessor training occurs sparsely but is considered crucial for successful implementation. Acceptable reliability can be achieved with 10 encounters. The validity of many instruments is not investigated, but the validity of the mini-CEX and the ‘clinical evaluation exercise’ is supported by strong and significant correlations with other valid assessment instruments. The evidence from the few studies on educational effects is not very convincing. The reports on clinical assessment instruments for single work-based encounters are generally positive, but supporting evidence is sparse. Feasibility of instruments seems to be good and reliability requires a minimum of 10 encounters, but no clear conclusions emerge on other aspects. Studies on assessor and learner training and studies examining effects beyond ‘happiness data’ are badly needed.

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Section: Resultsmentioning

confidence: 99%

In-training assessment using direct observation of single-patient encounters: a literature review

Pelgrim

Kramer

Mokkink

et al. 2010

Adv in Health Sci Educ

127

110

View full text Add to dashboard Cite

show abstract

“…Por otro lado, al valorar el rendimiento de estudiantes de medicina durante la formación clínica, parecía que era más viable, fiable y válido recopilar material a través de muestreo durante encuentros habituales en el día laboral que los datos de una simple escala de calificación global completada a intervalos poco frecuentes a través de un supervisor (Turnbull, MacFadyen, van Barneveld, y Norman, 2000) Además, se ha sugerido que deberían usarse para la enseñanza ejemplos de situaciones prácticas reales para ilustrar la teoría previamente estudiada (Norman, 2009). …”

Section: Reflexiones Metodológicasunclassified

Una nueva mirada a la formación en eficacia docente de Gordon (TET): Un estudio-intervención en el aprendizaje social y emocional del profesorado

Talvio

Lonka

Komulainen

et al. 2017

EJREP

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Introducción.. En este estudio exploramos el desarrollo de las habilidades de aprendizaje social y emocional (SEL) de los docentes, mediante el uso de MET [Maestros Eficaz y Técnicamente preparados] (Gordon Training International) como intervención con dos grupos de docentes. También quisimos abordar el modelo de Gordon desde la perspectiva de la psicología educativa moderna. Los efectos de la intervención MET sobre los docentes fueron examinados utilizando el modelo de Kirkpatrick y Kirkpatrick (2006), ya que consideramos importante observar diversos aspectos de los resultados de la intervención, incluyendo las reacciones, el conocimiento, la aplicación del conocimiento (habilidades) y el bienestar general de los participantes.Método. Los docentes participantes en el MET eran tutores (n=20) de un centro de primaria y profesores de materia (n=23) de un centro de secundaria de Finlandia. El grupo de comparación comprendió profesores de materia (n=26) de un centro de secundaria que no participaron en MET. Las diferencias estadísticas de los resultados posteriores a la prueba se examinaron con ANOVA unidireccional de muestra dependiente.Resultados. En el grupo de comparación no se encontraron diferencias entre las mediciones previas y posteriores a la prueba. Entre los participantes las reacciones hacia el MET fueron positivas. Además hubo resultados significativos en otros dos aspectos: mejoraron tanto el conocimiento como la aplicación del conocimiento. El bienestar general de los docentes medido al final de la intervención mostró cambios menores.Conclusión. MET pareció alcanzar sus objetivos, pues los docentes aprendieron a aplicar habilidades de SEL durante la intervención.

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“… 2 Sampling multiple performances using multiple raters will minimize the effect of case specificity, rater variability, leading to improved reproducibility, validity and generalizability. 2 , 7 , 11 …”

Section: Proposed Solutionmentioning

confidence: 99%

Structured Continuous Objective-Based Assessment of Resident’s Performance at Point of Care (SCOPA)

Hijazi

2005

Annals of Saudi Medicine

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The assessment of the clinical performance of physicians-in-training is an important task. The critical care rotation is a mandatory rotation for most residency training programs and is designed to ensure the graduation of trainees who are able to initiate lifesaving management during medical emergencies. Ensuring that each resident fulfills the objectives of the rotation is of paramount importance. Unfortunately, the current assessment methods are subjective and suffer from many threats to validity and reliability that make the assessment inaccurate. In this review, the current assessment method is analyzed, and causes for inaccuracy are identified. A new model for assessment that is continuous, structured, objective-based and at the point of care (SCOPA) is proposed based on the best available assessment methods. Such a model might be useful for the assessment of trainee’s performance in critical care as well as non-critical care rotations.

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Clinical work sampling

Abstract: The collection of ongoing performance data was reasonably feasible, reliable, and valid.

Cited by 56 publications

References 18 publications

In-training assessment using direct observation of single-patient encounters: a literature review

In-training assessment using direct observation of single-patient encounters: a literature review

Una nueva mirada a la formación en eficacia docente de Gordon (TET): Un estudio-intervención en el aprendizaje social y emocional del profesorado

Structured Continuous Objective-Based Assessment of Resident’s Performance at Point of Care (SCOPA)

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