Optimising workplace-based assessment

Hurst, Yvonne; Prescott‐Clements, Linda

doi:10.1111/tct.12730

Cited by 5 publications

(4 citation statements)

References 25 publications

(74 reference statements)

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“…The trainee students are judged against the certain standard criteria that they are expected to attain at different stages of training. 3,4,6,9,[11][12][13] DOPS, MSF, miniCEX and Portfolio are some the tools used for PBA. 5,7,8,10 During the training workshop on PBA faculty members were briefed about these tools, their importance and use.…”

Section: Discussionmentioning

confidence: 99%

Training workshop on performance-based assessment: feedback of the participants faculty

Piryani

2019

J Chitwan Med Coll

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Background: Performance-based assessment (PBA) concentrate on “Does” level of Miller’s Triangle Model of assessment and assess the ability of healthcare professionals to practice safely in different situations and context. It is essential to train faculty members how to conduct PBA. Methods: One-day training workshop on PBA was organized at Liaquat University of Medical & Health Sciences Jamshoro, Sindh Pakistan in November 08, 2017 with objective “participants learn to apply PBA tools in practice”. There were two sessions of training; session one covered basics, levels and tools of assessment and blueprinting for assessment and session two PBA and its tools. Tutorial, brainstorming and activity based small group work were methods utilized for the training. Feedback of the participants was taken on semi-structured questionnaire. Descriptive analysis was done using SPSS. Results: Twenty-two participants selected from basic, clinical, and dental sciences and nursing faculty. The participants rated workshop on scale of 1-10 (1=poor, 10=excellent) for usefulness of training (8.64 ± 1.62), content of training (8.27 ± 1.52), relevance of training & content (8.59 ± 1.40), facilitation of training (8.77 ± 1.34) and overall (8.77 ± 1.38). After training participants were very confident in developing blueprint for assessment (3.91±0.61), using mini-CEX (3.64±0.58), and confident using DOPS (3.63±0.73), MSF (3.55±0.74) and Portfolio (3.68±0.84). More than one third of the participants recommended to arrange more training workshop on different aspects of medical education. Conclusions: It was observed from feedback that participants realize the importance of PBA training and stress to have trainings for various aspects of health profession education.

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Section: Discussionmentioning

confidence: 99%

Training workshop on performance-based assessment: feedback of the participants faculty

Piryani

2019

J Chitwan Med Coll

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“…6,14 In an optimal workplace-based assessment (WBA) system, learners would receive multiple formative assessments of their performances, and the feedback from those assessments would help them identify areas for further development. 15,16 To make entrustment decisions at the end of training, medical schools need reliable, valid WBAs. Currently, no single framework serves as a gold standard for formative assessment of the Core EPAs, and validity evidence for EPA entrustment scales is limited.…”

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confidence: 99%

Workplace-Based Entrustment Scales for the Core EPAs: A Multisite Comparison of Validity Evidence for Two Proposed Instruments Using Structured Vignettes and Trained Raters

et al. 2021

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PurposeIn undergraduate medical education (UME), competency-based medical education has been operationalized through the 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs). Direct observation in the workplace using rigorous, valid, reliable measures is required to inform summative decisions about graduates' readiness for residency. The purpose of this study is to investigate the validity evidence of 2 proposed workplace-based entrustment scales. MethodThe authors of this multisite, randomized, experimental study used structured vignettes and experienced raters to examine validity evidence of the Ottawa scale and the UME supervisory tool (Chen scale) in 2019.The authors used a series of 8 cases (6 developed de novo) depicting learners at preentrustable (less-developed) and entrustable (more-developed) skill levels across 5 Core EPAs. Participants from Core EPA pilot institutions rated learner performance using either the Ottawa or Chen scale. The authors used descriptive statistics and analysis of variance to examine data trends and compare ratings, conducted interrater reliability and generalizability studies to evaluate consistency among participants, and performed a content analysis of narrative comments. ResultsFifty clinician-educators from 10 institutions participated, yielding 579 discrete EPA assessments. Both Ottawa and Chen scales differentiated between less-and more-developed skill levels (P < .001). The interclass correlation was good to excellent for all EPAs using Ottawa (range, 0.68-0.91) and fair to excellent using Chen (range, 0.54-0.83). Generalizability analysis revealed substantial variance in ratings attributable to the learner-EPA interaction (59.6% for Ottawa; 48.9% for Chen) suggesting variability for ratings was appropriately associated with performance on individual EPAs.

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“…Jauhari describes a move to Clinical Workplace Examinations (CWE) to assess clinical competency in the workplace. These have been extensively used and evaluated in medical education see Hurst et al 4 Although in their example they describe a single in-depth activity, more commonly this approach has been used with the format of multi-source feedback, garnering assessment (and often feedback) on particular aspects or 'chunks' of clinical competency, known as the Mini-Clinical Evaluation Exercise. This is used very commonly for formative, as well as for summative, assessment.…”

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Torda

2021

Internal Medicine Journal

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Optimising workplace-based assessment

Cited by 5 publications

References 25 publications

Training workshop on performance-based assessment: feedback of the participants faculty

Training workshop on performance-based assessment: feedback of the participants faculty

Workplace-Based Entrustment Scales for the Core EPAs: A Multisite Comparison of Validity Evidence for Two Proposed Instruments Using Structured Vignettes and Trained Raters

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