Williams K N, Lazzara Elizabeth H, Sadighi M, Chandran N, Joshi K, Raj S, Shields I, Nichols B, Testa D, Hernandez J, Michael M, Rege R, Greilich P
Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States.
Office of Undergraduate Medical Education, UT Southwestern Medical Center, Dallas, TX, United States.
Front Med (Lausanne). 2024 Aug 16;11:1432319. doi: 10.3389/fmed.2024.1432319. eCollection 2024.
As institutions continuously strive to align with the standards set forth within competency-based medical education, there is an increased need to produce evidence of learner achievement in the form of observable behaviors. However, the complexity of healthcare education and clinical environments make it challenging to generate valid and reliable behavioral assessments. In this article, we utilize our interdisciplinary knowledge from the perspectives of experts in medical education, assessment, and academic administration to provide tips to successfully incorporate behavioral assessments into instructional designs. These include tips for identifying the best assessment methods fit for purpose, guiding instructors in establishing boundaries of assessment, managing instructors, selecting raters, generating behavioral assessment guides, training raters, ensuring logistics support assessment strategies, and fostering capacity for iteration. These can be used by institutions to improve planning and implementation for longitudinal behavioral assessments.
随着各机构不断努力与基于能力的医学教育所设定的标准保持一致，越来越需要以可观察到的行为形式提供学习者成就的证据。然而，医疗保健教育和临床环境的复杂性使得生成有效且可靠的行为评估具有挑战性。在本文中，我们利用医学教育、评估和学术管理专家的跨学科知识，提供将行为评估成功纳入教学设计的技巧。这些技巧包括确定最适合目的的评估方法、指导教师确定评估范围、管理教师、选择评分者、生成行为评估指南、培训评分者、确保后勤支持评估策略以及培养迭代能力。各机构可以利用这些技巧来改进纵向行为评估的规划和实施。
