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"Showing the Best Version of Yourself": The Importance of Dynamic Assessment for Trainees Undergoing Workplace-Based Assessments in Postgraduate Training.
Br J Hosp Med (Lond)
December 2024
Barts and the London Faculty of Medicine and Dentistry, Queen Mary University London, London, UK.
Workplace-based assessments (WPBAs) in postgraduate training may not always provide an accurate representation of a trainee's capability to perform a given task, or a true measure of a trainee's overall competence in clinical practice settings. This article describes how trainers can use a theory-driven and evidence-based intervention called dynamic assessment for providing an individual with the best opportunity to demonstrate a more accurate representation of their performance, and ultimately present the best version of themselves when undergoing an observed WPBA, such as a Direct Observation of Procedural Skills (DOPS) or Mini Consultation Evaluation Exercise (MiniCEX). Dynamic assessment simultaneously combines educational support with assessment as the trainee undergoes the WPBA by using focussed questions as prompts to facilitate an individual trainee's essential coordination of their motivational and thinking processes since this is often challenged during assessments.
View Article and Find Full Text PDFEMYWAY Workplace-Based Entrustable Professional Activities Assessments in Otolaryngology Residency Training: A Nationwide Experience.
Otolaryngol Head Neck Surg
December 2024
Department of Otolaryngology-Head and Neck Surgery, National Taiwan University Hospital and Children's Hospital, Taipei, Taiwan.
Objective: To present workplace-based entrustable professional activities (EPAs) assessment data from the first 2 years of the EMYWAY platform in otolaryngology residency training in Taiwan.
Study Design: Two-year cross-sectional study.
Setting: Otolaryngology training programs.
Specialist training in infectious diseases in Europe.
Clin Microbiol Infect
December 2024
Clinical Sciences, Liverpool School of Tropical Medicine, Liverpool, UK.
Objectives: The objectives were to determine the structure of training programmes and assessment of physicians training to become infectious disease (ID) specialists in Europe in early 2024 and to document the provision of specialists, trainees and training centres in each country.
Methods: Delegates to the ID Section and Board of the European Union of Medical Specialists entered national data on a web-based survey tool in late 2023-early 2024. Results were compared with European Union of Medical Specialists recommendations on the structure and content of postgraduate training in ID in Europe (2018), and to results of a similar survey in early 2021.
Cross-Sectional Survey of Student and Faculty Experiences with Feedback and Assessment of Clinical Competency on Final Year Rotations at American Association of Veterinary Medical Colleges (AAVMC) Member Institutions.
J Vet Med Educ
April 2024
Molecular Biomedical Sciences Department, NCSU College of Veterinary Medicine, 1060 William Moore Drive, Raleigh, NC 27607 USA.
The clinical experiences, feedback, and assessment that veterinary students receive during final year rotations have a significant impact on whether they will achieve entry-level competency at the time of graduation. In this study, a cross-sectional survey was administered to American Association of Veterinary Medical Colleges (AAVMC) member institutions to collect baseline data about current feedback and assessment practices to identify key target areas for future research and educational interventions. Responses were received from 89 faculty and 155 students distributed across 25 universities.
View Article and Find Full Text PDFGoing beyond competencies: Building blocks for a patient- and population-centered medical curriculum.
Med Teach
December 2024
Institute for Medical Education Research, Rotterdam, Erasmus University of Rotterdam, Rotterdam, The Netherlands.
Introduction: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center.
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