Statistical associate, University of Calgary, Cummings School of Medicine, Calgary, AB, Canada.
Associate professor and assistant dean of education quality and accreditation, University of Alberta, Faculty of Medicine and Dentistry, Edmonton, AB, Canada.
Can J Dent Hyg. 2021 Feb 15;55(1):48-56. eCollection 2021 Feb.
Structured clinical assessments capture key information about performance that is rarely shared with the student as feedback. The purpose of this review is to describe a general framework for applying diagnostic score reporting within the context of a structured clinical assessment and to demonstrate that framework within dental hygiene.
The framework was developed using current research in the areas of structured clinical assessments, test development, feedback in higher education, and diagnostic score reporting. An assessment blueprint establishes valid diagnostic domains by linking clinical competencies and test items to the domains (e.g., knowledge or skills) the assessment intends to measure. Domain scores can be given to students as reports that identify strengths and weaknesses and provide information on how to improve.
The framework for diagnostic score reporting was applied to a dental hygiene structured clinical assessment at the University of Alberta in 2016. Canadian dental hygiene entry-to-practice competencies guided the assessment blueprinting process, and a modified Delphi technique was used to validate the blueprint. The final report identified 4 competency-based skills relevant to the examination: effective communication, client-centred care, eliciting essential information, and interpreting findings. Students received reports on their performance within each domain.
Diagnostic score reporting has the potential to solve many of the issues faced by administrators, such as item confidentiality and the time-consuming nature of providing individual feedback.
Diagnostic score reporting offers a promising framework for providing valid and timely feedback to all students following a structured clinical assessment.
结构化临床评估捕捉到了与学生反馈很少共享的表现的关键信息。本研究的目的是描述在结构化临床评估背景下应用诊断评分报告的一般框架，并在口腔卫生学中展示该框架。
该框架是使用结构化临床评估、测试开发、高等教育反馈和诊断评分报告领域的当前研究制定的。评估蓝图通过将临床能力和测试项目与评估旨在测量的领域（例如知识或技能）联系起来，建立有效的诊断领域。可以向学生提供域分数报告，以识别优势和劣势，并提供有关如何改进的信息。
2016 年，在阿尔伯塔大学，我们将诊断评分报告框架应用于口腔卫生学结构化临床评估。加拿大口腔卫生执业能力指南指导了评估蓝图的制定过程，并使用改良 Delphi 技术对蓝图进行了验证。最终报告确定了与考试相关的 4 项基于能力的技能：有效沟通、以客户为中心的护理、引出重要信息和解释发现。学生收到了他们在每个领域表现的报告。
诊断评分报告有可能解决管理员面临的许多问题，例如项目保密性和提供个别反馈的耗时性质。
诊断评分报告为所有参加结构化临床评估的学生提供了一个有前途的框架，以提供有效和及时的反馈。
