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Chapter 13 - The Postgraduate Curriculum and Assessment Programme in Psychiatry: The Underlying Principles

from Section 3 - Feedback, Assessment and Supervision

Published online by Cambridge University Press:  24 November 2022

By
Gareth Holsgrove ,
Amit Malik  and
Dinesh Bhugra
Edited by
Sarah Huline-Dickens  and
Patricia Casey
Sarah Huline-Dickens
Affiliation:
Mount Gould Hospital, Plymouth
Patricia Casey
Affiliation:
Hermitage Medical Clinic, Dublin
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Summary

Assessment is a key part of the educational process. It directs learning and significantly influences the learners’ behaviour. Not only can assessment form the basis for planning educational programmes, it can also enable learners and their teachers and mentors to check progress and attainment. However, the process of assessment has potential pitfalls, which are mainly due to the content and methods of assessment, the expertise of the assessors and the outcomes of assessment in respect to feedback and career progression. Issues connected with appeal procedures and feedback must form an integral part of the process so that both trainees and trainers/assessors can learn from it. Another key problem is the burden of assessment and the extent to which this impairs, rather than supports, good learning practices and takes time away from actual learning.

Type
Chapter
Information
Clinical Topics in Teaching Psychiatry
A Guide for Clinicians
 , pp. 149 - 162
Publisher: Cambridge University Press
Print publication year: 2022

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