Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Campus Drie Eiken, Antwerp 2610, Belgium.
BMC Med Educ. 2012 Sep 14;12:86. doi: 10.1186/1472-6920-12-86.
During workplace based learning students develop professional competences and an appropriate performance. To gain insight in the learning process and to evaluate competences and performance, assessment tools are essential and need to be of good quality. We aimed to construct a competence inventory applicable as an instrument to measure the content validity of workplace based assessment tools, such as portfolio.
A Delphi study was carried out based on the CanMEDS Roles Framework. In three rounds, experts (N = 25-30) were invited to score the key competences per CanMEDS role on relevance (6-point Likert-scale), and to comment on the content and formulation bearing in mind its use in workplace based assessment. A descriptive analysis of relevances and comments was performed.
Although all competences were scored as relevant, many comments pointed at a lack of concrete, transparent and applicable descriptions of the key competences for the purpose of assessment. Therefore, the CanMEDS roles were reformulated in this Delphi procedure as concrete learning outcomes, observable and suitable for workplace based assessment.
A competence based inventory, ready for validating workplace based assessment tools, was constructed using a Delphi procedure and based on a clarification and concretisation of the CanMEDS roles.
在工作场所学习期间，学生发展专业能力和适当的表现。为了深入了解学习过程并评估能力和表现，评估工具是必不可少的，并且需要具有良好的质量。我们旨在构建一个能力清单，可用作衡量基于工作场所的评估工具（如组合）的内容有效性的工具。
基于加拿大医学教育多维基准（CanMEDS）角色框架进行了一项德尔菲研究。在三轮中，邀请专家（N=25-30）根据 CanMEDS 角色对每项关键能力进行相关性评分（6 点李克特量表），并考虑到其在基于工作场所的评估中的用途，对内容和表述进行评论。对相关性和评论进行了描述性分析。
尽管所有能力都被评为相关，但许多评论指出，为了评估的目的，关键能力的具体、透明和适用描述缺乏。因此，在这个德尔菲程序中，CanMEDS 角色被重新表述为具体的学习成果，可观察且适合基于工作场所的评估。
使用德尔菲程序并基于对 CanMEDS 角色的澄清和具体化，构建了一个基于能力的清单，可用于验证基于工作场所的评估工具。
