The assessment of professional competence: Developments, research and practical implications

Vleuten, Cees P.M. van der

doi:10.1007/bf00596229

Cited by 968 publications

(791 citation statements)

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“…1 This has lead to a movement towards assessment by means of competencies which are based not only on the traditional evaluation of technical skills and theoretical knowledge, but also on the students' professional attitude. [2][3][4][5][6][7][8] In the UK the General Dental Council states that the aim of the undergraduate curriculum is 'the production of a caring, knowledgeable, competent and skilful dentist who is able to accept professional responsibility for the effective and safe care of patients, who appreciates the need for continuing professional development, and who is able to utilise advances in relevant knowledge' . 10 Study of the core competencies required for the practise of dentistry in the European Union, including directive 78/687/EEC, 9 the work of the Association of Dental Educators in Europe and the Dental Education in Europe (DentEd) report 8 confirm that the term clinical competence is applied to 'a combination of skill, attitude and knowledge, which provides the clinician with the capacity to undertake a specific clinical or administrative task' .…”

Section: Introductionmentioning

confidence: 99%

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

2005

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Objective: A study was set up to assess usefulness and acceptability of a method of assessing professional behaviour of undergraduate dental students. Setting: The first year preclinical course at the Department of Dentistry and Oral Hygiene, University of Groningen, the Netherlands. Materials and method: A form was developed with an ordinal scale to assess undergraduate professional behaviour. A standard means of carrying out assessment was then undertaken and subsequently used to give feedback to the students at the end of each of three terms. The students' self-assessment was then compared to that of the staff. Results: Descriptive analysis of the results was carried out per term. The response rate was 80-85%. The significant difference which existed between the scores of students and staff at the start of the study was reduced to reasonable agreement over two of the three criteria. Conclusions: The study indicated that the initial difference in assessment of their professional behaviour by first year dental students and by staff, was reduced by the forms and procedure used. This indicates the usefulness of the procedure as a teaching aid. The high participation rate confirms this to be an acceptable means of assessment of dental students' professional behaviour.

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Section: Introductionmentioning

confidence: 99%

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

2005

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“…The value of an assessment method can be determined by its validity, reliability, impact on future learning, acceptability, and cost [2,43]. …”

Section: Discussionmentioning

confidence: 99%

Knowledge maps: a tool for online assessment with automated feedback

Harris

Kumar

et al. 2018

Medical Education Online

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In higher education, most assessments or examinations comprise either multiple-choice items or open-ended questions such as modified essay questions (MEQs). Online concept and knowledge maps are potential tools for assessment, which might emphasize meaningful, integrated understanding of phenomena. We developed an online knowledge-mapping assessment tool, which provides automated feedback on student-submitted maps. We conducted a pilot study to investigate the potential utility of online knowledge mapping as a tool for automated assessment by comparing the scores generated by the software with manual grading of a MEQ on the same topic for a cohort of first-year medical students. In addition, an online questionnaire was used to gather students’ perceptions of the tool. Map items were highly discriminating between students of differing knowledge of the topic overall. Regression analysis showed a significant correlation between map scores and MEQ scores, and responses to the questionnaire regarding use of knowledge maps for assessment were overwhelmingly positive. These results suggest that knowledge maps provide a similar indication of students’ understanding of a topic as a MEQ, with the advantage of instant, consistent computer grading and time savings for educators. Online concept and knowledge maps could be a useful addition to the assessment repertoire in higher education.

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“…Les seniors ont obtenu des scores intermédiaires. Là encore, ces résultats étaient attendus, les QCM 13 , comme d'ailleurs les questions rédactionnelles 14 , pouvant ne pas distinguer les seniors des juniors (étudiants, résidents). À l'inverse, le TCS a pu distinguer les trois catégories de cliniciens, en fonction de leur degré d'expérience, les étudiants obtenant les scores les plus faibles, les seniors les scores les plus élevés et les résidents des scores intermédiaires.…”

Section: Discussionunclassified

Évaluation du raisonnement clinique en médecine d’urgence : les tests de concordance des scripts décèlent mieux l’expérience clinique que les questions à choix multiples à contexte riche

et al. 2006

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L'analyse d'item des QCM a inclus la détermination des indices de difficulté et de discrimination. La fidélité des QCM et des TCS a été mesurée par le coefficient alpha de Cronbach. Les scores obtenus aux deux épreuves par les trois groupes ont été comparés (ANOVA avec correction de Bonferoni-Dunn après vérification de l'homogénéité des variances par un test de Levene). Ils ont été corrélés (test de

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The assessment of professional competence: Developments, research and practical implications

Cited by 968 publications

References 52 publications

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff

Knowledge maps: a tool for online assessment with automated feedback

Évaluation du raisonnement clinique en médecine d’urgence : les tests de concordance des scripts décèlent mieux l’expérience clinique que les questions à choix multiples à contexte riche

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