Ringsted C, Henriksen A H, Skaarup A M, Van der Vleuten C P M
Copenhagen Hospital Corporation, Postgraduate Medical Institute, Bispebjerg Hospital, Copenhagen, Denmark.
Med Educ. 2004 Jul;38(7):767-77. doi: 10.1111/j.1365-2929.2004.01841.x.
To investigate the experiences and opinions of programme directors, clinical supervisors and trainees on an in-training assessment (ITA) programme on a broad spectrum of competence for first year training in anaesthesiology. How does the programme work in practice and what are the benefits and barriers? What are the users' experiences and thoughts about its effect on training, teaching and learning? What are their attitudes towards this concept of assessment?
Semistructured interviews were conducted with programme directors, supervisors and trainees from 3 departments. Interviews were audiotaped and transcribed. The content of the interviews was analysed in a consensus process among the authors.
The programme was of benefit in making goals and objectives clear, in structuring training, teaching and learning, and in monitoring progress and managing problem trainees. There was a generally positive attitude towards assessment. Trainees especially appreciated the coupling of theory with practice and, in general, the programme inspired an academic dialogue. Issues of uncertainty regarding standards of performance and conflict with service declined over time and experience with the programme, and departments tended to resolve practical problems through structured planning.
Three interrelated factors appeared to influence the perceived value of assessment in postgraduate education: (1) the link between patient safety and individual practice when assessment is used as a licence to practise without supervision rather than as an end-of-training examination; (2) its benefits to educators and learners as an educational process rather than as merely a method of documenting competence, and (3) the attitude and rigour of assessment practice.
调查项目主任、临床督导员和学员对麻醉学第一年培训中关于广泛能力的在职培训评估（ITA）项目的体验和看法。该项目在实际中如何运作，其益处和障碍是什么？用户对其在培训、教学和学习方面的效果有何体验和想法？他们对这种评估概念持什么态度？
对来自3个科室的项目主任、督导员和学员进行半结构化访谈。访谈进行录音并转录。访谈内容在作者之间的共识过程中进行分析。
该项目有助于明确目标，构建培训、教学和学习体系，监测进展以及管理有问题的学员。对评估总体持积极态度。学员尤其赞赏理论与实践的结合，总体而言，该项目激发了学术对话。随着时间推移以及对该项目的经验积累，关于绩效标准的不确定性问题以及与服务的冲突有所减少，各科室倾向于通过结构化规划解决实际问题。
三个相互关联的因素似乎影响了研究生教育中评估的感知价值：（1）当评估被用作无监督执业的许可而非培训结束考试时，患者安全与个人实践之间的联系；（2）作为一种教育过程而非仅仅作为记录能力的方法，其对教育工作者和学习者的益处；（3）评估实践的态度和严谨性。
