Programmatic assessment is an integral approach to the design of program with intent optimise its learning function, decision-making function and curriculum quality-assurance function. Individual methods assessment, purposefully chosen for their alignment outcomes information value learner, teacher organisation, are seen as individual data points. The these points maximised by giving feedback learner. There a decoupling moment decision moment. Intermediate high-stakes decisions based on...

Although work-based assessments (WBA) may come closest to assessing habitual performance, their use for summative purposes is not undisputed. Most criticism of WBA stems from approaches validity consistent with the quantitative psychometric framework. However, there increasing research evidence that indicates assumptions underlying predictive, deterministic framework psychometrics no longer hold. In this discussion paper we argue meaningfulness and appropriateness current can be called into...

Context Performance assessments, such as workplace-based assessments (WBAs), represent a crucial component of assessment strategy in medical education. Persistent concerns about rater variability performance have resulted new field study focusing on the cognitive processes used by raters, or more inclusively, assessors. Methods An international group researchers met regularly to share and critique key findings assessor cognition research. Through iterative discussions, they identified...

Traditional psychometric approaches towards assessment tend to focus exclusively on quantitative properties of outcomes. This may limit more meaningful educational workplace-based (WBA). Cognition-based models WBA argue that outcomes are determined by cognitive processes raters which very similar reasoning, judgment and decision making in professional domains such as medicine. The present study explores underlie when observing performance the clinical workplace. It specifically focuses how...

Weaknesses in the nature of rater judgments are generally considered to compromise utility workplace-based assessment (WBA). In order gain insight into underpinnings behaviours, we investigated how raters form impressions and make on trainee performance. Using theoretical frameworks social cognition person perception, explored raters’ implicit performance theories, use task-specific schemas formation during WBA. We used think-aloud procedures verbal protocol analysis investigate schema-based...

Abstract Context Medical students are expected to self‐regulate their learning within complex and unpredictable clinical environments. Research increasingly focuses on the effects of social interactions development self‐regulation in workplace settings, a notion embodied concept co‐regulated (CRL). Creating environments that effectively foster lifelong self‐regulated (SRL) requires deeper understanding relationship between CRL SRL. The aim this study was therefore explore medical students’...

Processes involved in the regulation of learning have been researched for decades, because its impact on academic and workplace performance. In fact, self-regulated is focus countless studies health professions education higher general. While we will always need competent individuals who are able to regulate their own learning, developments healthcare require a shift from individual collective: collaboration within between teams at heart high-quality patient care. Concepts collaborative...

The differences of learning experiences in the workplace put challenges on assessment: assessment programme should be aligned with general competency framework curriculum and also fit to contexts workplace. We used van der Vleuten's programmatic model develop a workplace-based for final year clerkships. aimed design that stimulates learning, supports decision, is feasible non-bureaucratic. first show students think has high value sufficiently robust. Many commonly reported weaknesses...

Context In health professions education, assessment systems are bound to be rife with tensions as they must fulfil formative and summative purposes, efficient effective, meet the needs of learners education institutes, well those patients care organisations. The way we respond these determines fate practices reform. this study, argue that traditional ‘fix‐the‐problem’ approaches (i.e. either–or solutions) generally inadequate need alternative strategies help us further understand, accept...

Abstract Context Assessment for and of learning in workplace settings is at the heart competency‐based medical education. In postgraduate education (PGME), entrustable professional activities (EPAs) entrustment scales are increasingly used to assess competence. However, educational impacts these assessment approaches remain unknown. Therefore, this study aimed explore trainee perceptions regarding EPAs on feedback processes clinical setting. Methods Four focus groups were conducted with...

While portfolios are increasingly used to assess competence, the validity of such portfolio-based assessments has hitherto remained unconfirmed. The purpose present research is therefore further our understanding how assessors form judgments when interpreting complex data included in a competency-based portfolio. Eighteen appraised one three mock while thinking aloud, before taking part semi-structured interviews. A thematic analysis think-aloud protocols and interviews revealed that reached...

Outcome-based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring which mentors fulfil dual roles: coach assessor. Fulfilling multiple roles could result role confusion or even conflicts, both may affect processes outcomes. In this study, we explored how conceptualise enact their a multiple-role system what extent they experience conflicts.We conducted constructivist grounded theory study at one undergraduate medical school....

Abstract Introduction Patient feedback is relevant information for improvement of health care professionals' performance. Engaging patients in conversations can help to harness patient as a powerful tool learning. However, settings may prevent and professionals effectively engage dialogue. To advance our understanding how support learning from practice, we sought explore patients' providers' perspectives on engaging informal opportunities. Methods For this qualitative study, used pragmatic...

Residency programs around the world use multisource feedback (MSF) to evaluate learners' performance. Studies of reliability MSF show mixed results. This study aimed identify as practiced across occasions with varying numbers assessors from different professional groups (physicians and nonphysicians) effect on assessment for competencies when completed by both groups.The authors collected data 2008 2012 electronically questionnaires. In total, 428 residents 586 occasions, 5,020 provided...

Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments—rather than intrinsic qualities of instruments methods. Current research assessment contexts seems to imply that variable behaviours during performance both assessors learners may well reflect their respective beliefs perspectives towards WBA. We therefore performed Q...

Abstract Objectives We expect physicians to be lifelong learners. Participation in clinical practice is an important potential source of that learning. To support this process, a better understanding how they learn necessary. This study investigates recognise and use informal feedback from interactions with patients outpatient settings as learning cues adjust their communication behaviours daily practice. Methods understand physicians’ feedback, we combined non‐participant observations...

There is a large body of evidence that assessment systems in medical education are inequitable for many groups learners. A common approach to improve equity has been the use organizational strategies, where training program leaders work develop and implement improvements existing from their perspective equity. However, emerging approaches, such as justice-oriented assessment, argue must be made more equitable by critique re-building through co-design with learners, assessors, other key...

Purpose – This study aims to investigate quality of feedback as offered by supervisor-assessors with varying levels assessor expertise following assessment performance in residency training a health care setting. It furthermore investigates if and how different influence characteristics. Design/methodology/approach Experienced ( n =18) non-experienced =16) general practice (GP) watched two videotapes, each presenting trainee “real-life” patient encounter. After watching videotape,...

Over the past decades, competency-based education has become norm in medical continuum. The rise of competency- or outcome-based models been paralleled by an increasing interest workplace-based assessment (WBA) to provide direct evidence proficiencies (ie, what trainee will ultimately do professional practice). WBA a cornerstone summative learning and competence. Competency-based education, however, also calls for greater emphasis on formative assessment, learning. Frequent feedback...

Abstract Assessment in competency‐based dental education continues to be a recognized area for growth and development within programs around the world. At joint American Dental Education Association (ADEA) Europe (ADEE) 2019 conference, Shaping Future of III, workshop on assessment was designed continue discussion started 2017 at ADEA‐ADEE II. 1 The focus conference involved examining potential entrustable professional activities (EPAs) current thinking about workplace‐based (WBA) 21st...

In the past few decades, health professions education programmes around world have embraced competency-based paradigm to guide and assessment of future healthcare workers [...]