Workplace assessment

Norcini, John J.

doi:10.1002/9781118472361.ch20

Cited by 10 publications

(5 citation statements)

References 46 publications

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“…Being able to accurately observe resident-trainees performing clinical tasks such as history taking and physical examination and in the process deliver applicable feedback is one of the most important aspects of medical training (Norcini & Burch, 2007). Additionally, the opportunity for feedback which is inherent in these workplace assessment methods is equally important to their role in assessment (Norcini, 2010).…”

Section: Discussionmentioning

confidence: 99%

How perceptions of residents toward assessment influence learning: A qualitative study

Pacifico¹,

Villanueva²,

Heeneman³

et al. 2020

TAPS

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Any form of assessment activity will act as a stimulus and provoke an educational response. There is a risk however that the response will not result in a beneficial educational response, thus there is a need to monitor and understand the relationship between assessment and learning. This is true at any level of education including postgraduate medical education. To understand how residents perceived assessment, we interviewed 20 residents from the departments of internal medicine and paediatrics. Our goal was to determine how assessment influenced their motivation to accumulate knowledge and skills and attain the competence levels expected of a specialist. We utilised grounded theory to analyse the data. Our results showed that the trainees acknowledged that assessment, in general, has a positive influence on their learning, it motivated them to study and fostered an active learning attitude. A high degree of self-directed learning was also present among the residents. An interplay of new or interesting patient cases, concern for the welfare of the patients, engagement with the consultants, and a supportive environment contributed to creating the motivation for the residents to study.

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Section: Discussionmentioning

confidence: 99%

How perceptions of residents toward assessment influence learning: A qualitative study

Pacifico¹,

Villanueva²,

Heeneman³

et al. 2020

TAPS

View full text Add to dashboard Cite

show abstract

“…Changes to the original templates included a new general layout, replacement of the traditional norm‐referenced assessment scale (Below expectation, Borderline, Meets expectations and Above expectations) , which might prove difficult for junior students to make judgements about their peers' performance quality , with a criterion‐referenced one containing four written descriptions based on the needed frequency of clarification (Frequent, Some, Very Little and No Clarification, Warning and/or Assistance) . An ‘unable to comment' option when a given behaviour was not observed was also included.…”

Section: Methodsmentioning

confidence: 99%

Dental students' peer assessment: a prospective pilot study

Tricio-Pesce

Woolford

Thomas

et al. 2014

Eur J Dental Education

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“…Assessment of the knowledge and practice of entry‐level health professionals is complex and requires a range of methods and forms of assessment (Crossley & Jolly, ). There is increasing evidence of the importance of assessment in the workplace setting rather than artificial or simulated educational environments (Norcini, ). Practice educators, also referred to as clinical supervisors, clinical educators or preceptors, have an important role in supporting work‐integrated learning and the assessment of student performance in the workplace internationally (Dietitians Improving Education & Training Standards Thematic Network, ).…”

Section: Introductionmentioning

confidence: 99%

Work‐based assessment: qualitative perspectives of novice nutrition and dietetics educators

Palermo

Beck

Chung

et al. 2013

J Human Nutrition Diet

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Background The assessment of competence for health professionals including nutrition and dietetics professionals in work-based settings is challenging. The present study aimed to explore the experiences of educators involved in the assessment of nutrition and dietetics students in the practice setting and to identify barriers and enablers to effective assessment. Methods A qualitative research approach using in-depth interviews was employed with a convenience sample of inexperienced dietitian assessors. Interviews explored assessment practices and challenges. Data were analysed using a thematic approach within a phenomenological framework. Twelve relatively inexperienced practice educators were purposefully sampled to take part in the present study. Results Three themes emerged from these data. (i) Student learning and thus assessment is hindered by a number of barriers, including workload demands and case-mix. Some workplaces are challenged to provide appropriate learning opportunities and environment. Adequate support for placement educators from the university, managers and their peers and planning are enablers to effective assessment. (ii) The role of the assessor and their relationship with students impacts on competence assessment. (iii) There is a lack of clarity in the tasks and responsibilities of competency-based assessment. Conclusions The present study provides perspectives on barriers and enablers to effective assessment. It highlights the importance of reflective practice and feedback in assessment practices that are synonymous with evidence from other disciplines, which can be used to better support a work-based competency assessment of student performance.

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Workplace assessment

Cited by 10 publications

References 46 publications

How perceptions of residents toward assessment influence learning: A qualitative study

How perceptions of residents toward assessment influence learning: A qualitative study

Dental students' peer assessment: a prospective pilot study

Work‐based assessment: qualitative perspectives of novice nutrition and dietetics educators

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