Abstract
Revisiting Miller's pyramid in medical education: the gap between traditional assessment and diagnostic reasoning.
Highlights
In 1990, George Miller outlined a new model for the assess- Structured Clinical Examinations (OSCEs)
The lower level processes account for the cognitive components of competence and inpropriate assessment method, it has often been added to the list of competencies that OSCEs may be used to assess.[7,8] volve classroom-based assessments, while the two higher this ignores the fundamental fact that according to tiers of the pyramid account for the behavioural components Miller’s pyramid, OSCEs were never intended to assess cogof clinical competence, which involve assessment in simu- nitive skills in the first place
In the second half of the 20th century, the ‘performance- ing the right questions or stating the right diagnosis does not as-competence’ paradigm led to an increased use of a new form of assessment in medical training, known as Objective necessarily mean that the reasoning process itself was correct.[9]
Summary
In 1990, George Miller outlined a new model for the assess- Structured Clinical Examinations (OSCEs). Miller’s pyramid model divides the development of clin- should be exercised when new skills are being ical competence into four, hierarchical processes.[1] On the lowest level of the pyramid is ‘knowledge’, tested by written added, as OSCEs may not be suitable for the assessment of all clinical skills[4,5] and a fundamental problem arises when OS-
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
