从基于工作场所的评估中掌握做出可靠决策的四种方法。
Four ways to get a grip on making robust decisions from workplace-based assessments.
作者信息
Wilkinson Tim J
机构信息
University of Otago, Christchurch, New Zealand.
出版信息
Can Med Educ J. 2022 Jul 6;13(3):43-46. doi: 10.36834/cmej.73361. eCollection 2022 Jul.
Abstract
Synthesising the results of workplace-based assessments to inform robust decisions is seen as both important and difficult. Concerns about failing to fail the trainee not ready to proceed has drawn disproportionate attention to assessors. This paper proposes a model for a more systems-based view so that the value of the assessor's judgement is incorporated while preserving the value and robustness of collective decision-making. Our experience has shown it can facilitate robust decisions on some of the more difficult areas, such as professionalism.
摘要
综合基于工作场所评估的结果以做出可靠决策，这既被视为重要的，也被认为是困难的。对于未能淘汰未准备好继续前进的学员的担忧，使得评估者受到了过多关注。本文提出了一个基于更系统视角的模型，以便在保留集体决策的价值和稳健性的同时，纳入评估者判断的价值。我们的经验表明，它可以促进在一些更具挑战性的领域，如职业素养方面做出可靠决策。
相似文献
1
Four ways to get a grip on making robust decisions from workplace-based assessments.从基于工作场所的评估中掌握做出可靠决策的四种方法。
Can Med Educ J. 2022 Jul 6;13(3):43-46. doi: 10.36834/cmej.73361. eCollection 2022 Jul.
2
The Mean Delta Method: Quantifying Assessor Stringency and Leniency and Identifying Outliers in Workplace-Based Assessments.均值增量法：量化评估者的严格程度与宽松程度以及识别基于工作场所评估中的异常值
Acad Med. 2025 Jan 1;100(1):12-18. doi: 10.1097/ACM.0000000000005802. Epub 2024 Jul 8.
3
Shadow systems in assessment: how supervisors make progress decisions in practice.评估中的影子系统：督导在实践中如何做出进展决策。
Adv Health Sci Educ Theory Pract. 2020 Mar;25(1):131-147. doi: 10.1007/s10459-019-09913-5. Epub 2019 Sep 3.
4
The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME Guide No. 42.卫生专业教育中对表现不佳的学员未进行淘汰处理：BEME系统评价：BEME指南第42号
Med Teach. 2016 Nov;38(11):1092-1099. doi: 10.1080/0142159X.2016.1215414. Epub 2016 Sep 7.
5
The reliability of a portfolio of workplace-based assessments in anesthesia training.在麻醉培训中基于工作场所评估的组合的可靠性。
Can J Anaesth. 2019 Feb;66(2):193-200. doi: 10.1007/s12630-018-1251-7. Epub 2018 Nov 14.
6
Web-based decision aid tool for disclosure of a mental health condition in the workplace: a randomised controlled trial.基于网络的工作场所心理健康状况披露决策辅助工具：一项随机对照试验。
Occup Environ Med. 2019 Sep;76(9):595-602. doi: 10.1136/oemed-2019-105726.
7
Desire paths for workplace assessment in postgraduate anaesthesia training: analysing informal processes to inform assessment redesign.工作场所评估在研究生麻醉培训中的“欲走之路”：分析非正式流程以告知评估设计的重新制定。
Br J Anaesth. 2022 Jun;128(6):997-1005. doi: 10.1016/j.bja.2022.03.013. Epub 2022 Apr 11.
8
The role of protocols and professional judgement in emergency medical dispatching.预案及专业判断在紧急医疗调度中的作用
Eur J Emerg Med. 1995 Sep;2(3):136-48.
9
Feasibility and outcomes of paid undergraduate student nurse positions.本科护生带薪岗位的可行性与结果
Nurs Leadersh (Tor Ont). 2006 Sep;19(3):e1-14. doi: 10.12927/cjnl.2006.19032.
10
The ingredients of a rich entrustment decision.丰富委托决策的要素。
Med Teach. 2020 Dec;42(12):1413-1420. doi: 10.1080/0142159X.2020.1817348. Epub 2020 Oct 5.
引用本文的文献
1
Medical schools don't change; people do.医学院校不会改变；改变的是人。
Can Med Educ J. 2022 Jul 6;13(3):1-4. doi: 10.36834/cmej.75637. eCollection 2022 Jul.
本文引用的文献
1
Program foundations and beginning of concerns (part 1 of 3). When residents shouldn't become clinicians: getting a grip on fair and defensible processes for termination of training.项目基础与担忧的开端（共3部分之第1部分）。当住院医师不应成为临床医生时：掌握公平且合理的培训终止流程。
Can Med Educ J. 2021 Sep 14;12(4):116-120. doi: 10.36834/cmej.70170. eCollection 2021 Sep.
2
Student progress decision-making in programmatic assessment: can we extrapolate from clinical decision-making and jury decision-making?在项目评估中做出学生进展决策：我们能否从临床决策和陪审团决策推断出来？
BMC Med Educ. 2019 May 30;19(1):176. doi: 10.1186/s12909-019-1583-1.
3
What we measure … and what we should measure in medical education.我们所衡量的……以及我们在医学教育中应该衡量的。
Med Educ. 2019 Jan;53(1):86-94. doi: 10.1111/medu.13652. Epub 2018 Sep 14.
4
Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings.基于工作场所的评估：对用户认知及解决已发现不足的策略的综述
Adv Health Sci Educ Theory Pract. 2016 May;21(2):455-73. doi: 10.1007/s10459-015-9614-0. Epub 2015 May 24.
5
Learning culture and feedback: an international study of medical athletes and musicians.学习文化与反馈：一项针对医学专业学生、运动员和音乐家的国际研究。
Med Educ. 2014 Jul;48(7):713-23. doi: 10.1111/medu.12407.
6
Decision-making bias in assessment: the effect of aggregating objective information and anecdote.评估中的决策偏差：汇总客观信息和轶事的影响。
Med Teach. 2013 Oct;35(10):832-7. doi: 10.3109/0142159X.2013.803062. Epub 2013 Jun 28.
7
Assessment in the post-psychometric era: learning to love the subjective and collective.后心理测量时代的评估：学会热爱主观和集体。
Med Teach. 2013 Jul;35(7):564-8. doi: 10.3109/0142159X.2013.789134. Epub 2013 Apr 30.
8
Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people.理解基于工作的评估：以正确的方式向正确的人询问正确的事情。
Med Educ. 2012 Jan;46(1):28-37. doi: 10.1111/j.1365-2923.2011.04166.x.
9
Trainee doctors' views on workplace-based assessments: Are they just a tick box exercise?实习医生对基于工作场所评估的看法：它们仅仅是勾选框练习吗？
Med Teach. 2011;33(11):919-27. doi: 10.3109/0142159X.2011.558140.
10
Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress.串联线索：条件通过和程序化评估增强了对专业精神问题和阻碍学生进步因素的识别。
BMC Med Educ. 2011 Jun 7;11:29. doi: 10.1186/1472-6920-11-29.
Zotero 插件