Abstract
SummaryIn their editorial, Michael et al focus on what they see as shortcomings in one important area of clinical assessment of psychiatrists in training and they suggest that methods of workplace-based assessment have failed. However, current thinking in assessment of doctors is to consider assessment systems as a whole and we contend that both forms of assessment – clinical examinations and workplace-based assessments – are needed because they fulfil different needs. This is not to argue that more should not be done to ensure that all who are involved in the assessment of doctors are better prepared for the task or that the current portfolio of assessment methods is complete.
Highlights
1Royal College of PsychiatristsSummary In their editorial, Michael et al focus on what they see as shortcomings in one important area of clinical assessment of psychiatrists in training and they suggest that methods of workplace-based assessment have failed
Many involved in education will be familiar with Miller’s pyramid, which conceptualises medical expertise in four hierarchical levels, from propositional knowledge at the base (‘what the doctor knows’) to performance at the pinnacle (‘what the doctor does’).[1]
The long case examination is one of the most venerable forms of assessment in medical education,[4] and it has a good deal of face validity to psychiatrists, there are serious concerns about its reliability,[4] which reduces its utility as a tool in assessing the competence level
Summary
Summary In their editorial, Michael et al focus on what they see as shortcomings in one important area of clinical assessment of psychiatrists in training and they suggest that methods of workplace-based assessment have failed. Current thinking in assessment of doctors is to consider assessment systems as a whole and we contend that both forms of assessment - clinical examinations and workplace-based assessments - are needed because they fulfil different needs. This is not to argue that more should not be done to ensure that all who are involved in the assessment of doctors are better prepared for the task or that the current portfolio of assessment methods is complete. A.B. has delivered training events for the College and for other bodies in the administration and interpretation of workplace-based assessment tools
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