Eardley Ian, Bussey Maria, Woodthorpe Adrian, Munsch Chris, Beard Jonathan
ISCP, Sydney, New South Wales, Australia.
ANZ J Surg. 2013 Jun;83(6):448-53. doi: 10.1111/ans.12187. Epub 2013 May 8.
The Intercollegiate Surgical Curriculum Programme was launched in the United Kingdom in 2007. At its heart was the reliance upon clear, defined curricula, competence-based training and the use of workplace-based assessments to assess the competence. The principle assessments used were Case-based Discussion, Procedure-based Assessments (PBA), Direct Observation of Procedural Skills, and Clinical Evaluation Exercise and a Multisource Feedback tool.
We report the initial experience with that system, and most importantly, the experience with workplace-based assessment.
Themes include issues around faculty development, misuse of assessments, inappropriate timing of assessments, concerns about validity and reliability of the assessments and concerns about the actual process of workplace-based assessments. Of the assessments, the PBA performed best.
As a consequence, there has been an increased focus upon faculty development, while some of the assessments have been redesigned in line with the PBA. A global rating scale has been introduced that uses clinical anchors. The rating scales have also been altered with a reduction in the number of ratings while an enhanced description of the complexity of the case has been introduced within the Case-based Discussion and the Clinical Evaluation Exercise. A re-evaluation will take place in the near future.
校际外科课程计划于2007年在英国启动。其核心是依赖清晰、明确的课程体系、基于能力的培训以及使用基于工作场所的评估来评估能力。所使用的主要评估方法包括基于案例的讨论、基于操作的评估（PBA）、对操作技能的直接观察、临床评估练习以及多源反馈工具。
我们报告了该系统的初步经验，最重要的是基于工作场所评估的经验。
主题包括围绕教员发展的问题、评估的滥用、评估时间的不当、对评估有效性和可靠性的担忧以及对基于工作场所评估实际过程的担忧。在各项评估中，PBA表现最佳。
因此，对教员发展的关注有所增加，同时一些评估已根据PBA进行了重新设计。引入了使用临床锚点的整体评分量表。评分量表也已更改，减少了评分数量，同时在基于案例的讨论和临床评估练习中引入了对病例复杂性的更详细描述。不久将进行重新评估。
