Schumacher L C, LaDuca A, Engel J, Risley E
Am J Med Technol. 1978 Oct;44(10):1033-40.
In applying the Professional Performance Situation Model to the medical technology profession, situations describing actual laboratory performance are used as a basis for defining competence. As these definitions of competence are derived, appropriate criterion-referenced (domain-referenced) assessments are designed to measure the achievement of competence. This paper describes the process by which situations representing clinical practice are derived, the extrapolation of skill and knowledge statements reflecting expected performance, the generation of domains of competence, the design of criterion-referenced assessments, and some examples of prototype instruments used to assess attainment of the competence. The techniques include multiple choice items, checklists for use in the clinical component of the educational experience, and the adaptation of the written simulation for instruction and evaluation in medical laboratory sciences education. Validity of this approach is discussed, as well as possible implications for its use in developing assessments to measure continued competence in the profession beyond the baccalaureate education.
在将专业表现情境模型应用于医学技术专业时，描述实际实验室操作的情境被用作定义能力的基础。随着这些能力定义的得出，设计了适当的标准参照（领域参照）评估来衡量能力的达成情况。本文描述了获取代表临床实践情境的过程、反映预期表现的技能和知识陈述的推断、能力领域的生成、标准参照评估的设计，以及用于评估能力达成情况的一些原型工具示例。这些技术包括多项选择题、用于教育经历临床部分的检查表，以及改编书面模拟以用于医学实验室科学教育中的教学和评估。本文还讨论了这种方法的有效性，以及其在开发评估以衡量学士学位教育之后该专业持续能力方面的可能影响。
