Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and, Zucker Hillside Hospital at Northwell Health, 75-59 263rd Street, Kaufman Building, Glen Oaks, NY 11004, USA.
Department of Emergency Medicine, University of Ottawa, Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, Ontario K15 5NB, Canada.
Psychiatr Clin North Am. 2021 Jun;44(2):317-332. doi: 10.1016/j.psc.2021.03.005.
With the adoption of competency-based medical education, assessment has shifted from traditional classroom domains of knows and knows how to the workplace domain of doing. This workplace-based assessment has 2 purposes; assessment of learning (summative feedback) and the assessment for learning (formative feedback). What the trainee does becomes the basis for identifying growth edges and determining readiness for advancement and ultimately independent practice. High-quality workplace-based assessment programs require thoughtful choices about the framework of assessment, the tools themselves, the platforms used, and the contexts in which the assessments take place, with an emphasis on direct observation.
随着以能力为基础的医学教育的采用，评估已经从传统的课堂知识和技能领域转移到了工作场所的实践领域。这种基于工作场所的评估有两个目的：学习评估（总结性反馈）和评估促进学习（形成性反馈）。学员所做的一切成为确定成长空间、确定晋升准备和最终独立实践能力的基础。高质量的基于工作场所的评估计划需要在评估框架、工具本身、使用的平台以及评估发生的背景等方面进行深思熟虑的选择，重点是直接观察。
