Whitehead Cynthia R, Kuper Ayelet, Hodges Brian, Ellaway Rachel
University of Toronto , Canada .
Med Teach. 2015 Mar;37(3):245-51. doi: 10.3109/0142159X.2014.993599. Epub 2014 Dec 19.
Abstract The shift to using outcomes-based competency frameworks in medical education in many countries around the world requires educators to find ways to assess multiple competencies. Contemporary medical educators recognize that a competent trainee not only needs sound biomedical knowledge and technical skills, they also need to be able to communicate, collaborate and behave in a professional manner. This paper discusses methodological challenges of assessment with a particular focus on the CanMEDS Roles. The paper argues that the psychometric measures that have been the mainstay of assessment practices for the past half-century, while still valuable and necessary, are not sufficient for a competency-oriented assessment environment. New assessment approaches, particularly ones from the social sciences, are required to be able to assess non-Medical Expert (Intrinsic) roles that are situated and context-bound. Realist and ethnographic methods in particular afford ways to address the challenges of this new assessment. The paper considers the theoretical and practical bases for tools that can more effectively assess non-Medical Expert (Intrinsic) roles.
摘要 在世界上许多国家，医学教育正转向基于成果的能力框架，这要求教育工作者找到评估多种能力的方法。当代医学教育工作者认识到，一名合格的实习生不仅需要扎实的生物医学知识和技术技能，还需要具备沟通、协作和以专业方式行事的能力。本文讨论评估的方法学挑战，特别关注加拿大医学教育方向与角色（CanMEDS Roles）。本文认为，在过去半个世纪里一直是评估实践支柱的心理测量方法，虽然仍然有价值且必要，但对于以能力为导向的评估环境来说并不充分。需要新的评估方法，特别是来自社会科学的方法，以便能够评估与情境相关且受情境限制的非医学专家（内在）角色。现实主义和人种志方法尤其提供了应对这种新评估挑战的方法。本文探讨了能够更有效评估非医学专家（内在）角色的工具的理论和实践基础。
