Skip to main content Accessibility help
×
Home

How do I improve the quality of in-training assessment of learners?

  • Glen Bandiera (a1)

Abstract

Assessing a learner in the course of a hectic emergency department (ED) rotation is a daunting task for both experienced and new supervisors. This is particularly true if the learner is not doing well. In light of numerous impediments provided by the modern ED environment, sticking to basic principles can result in marked improvement in both the process and the outcome of in-training assessment. This article addresses these important principles for assessment as they apply in the clinical realm of the ED, with a focus on matching expectations to both the trainee and the available assessment strategies. It is critical that teachers strive for clarity, consistency, honesty, and adherence to due process in their learner assessments. This article provides an evidence-informed approach to succeeding with such an approach to clinical assessment.

    • Send article to Kindle

      To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

      Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

      Find out more about the Kindle Personal Document Service.

      How do I improve the quality of in-training assessment of learners?
      Available formats
      ×

      Send article to Dropbox

      To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

      How do I improve the quality of in-training assessment of learners?
      Available formats
      ×

      Send article to Google Drive

      To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

      How do I improve the quality of in-training assessment of learners?
      Available formats
      ×

Copyright

Corresponding author

Department of Emergency Services, St. Michael's Hospital, 30 Bond Street, Suite 1-008e Shuter Wing, Toronto, ON M5B 1W8; bandierag@smh.ca

References

Hide All
1.Turnbull, J, Van Barneveld, C. Assessment of clinical performance: in-training evaluation. In: Norman, GR, Van der Vleuten, CPM, Newble, DI, editors. International handbook of research in medical education. London: Kluwer Academic Publishers; 2002. p. 793810.
2.Turnbull, J, Gray, J, MacFadyen, J. Improving intraining evaluation programs. J Gen Intern Med 1998;13: 317–23.
3.Bandiera, GW, Lee, S, Tiberius, R. Effective teaching in the emergency department: how effective teachers get it done. Ann Emerg Med 2005;43:253–61.
4.Thurgur, L, Bandiera, G, Lee, S, et al. What emergency medicine learners wish their teachers knew. Acad Emerg Med 2005;12:856–61.
5.Tenn-Lyn, NA, Leblanc, VA, Bandiera, G. Can we predict what objectives off-service residents have for their emergency medicine rotations? Ann Emerg Med 2008;51:516.
6.Tenn-Lyn, NA, Bandiera, G, Hodges, B, et al. Factors influencing self-directed objective setting by off-service residents in emergency medicine. Ann Emerg Med 2008;51:504.
7.Pulito, AR, Donnelly, MB, Plymale, M, et al. What do faculty observe of medical students’ clinical performance? Teach Learn Med 2006;18:99104.
8.Carline, JD, Paauw, DS, Thiede, KW, et al. Factors affecting the reliability of ratings of students’ clinical skills in a medicine clerkship. J Gen Intern Med 1992;7:506–10.
9.Dudek, NL, Marks, MB, Regehr, G. Failure to fail-the perspectives of clinical supervisors. AcadMed 2005;80(10 Suppl):S84-7.
10.Cohen, GS, Blumberg, P, Ryan, NC, et al. Do final grades reflect written qualitative evaluations of student performance? Teach Learn Med 1993;5:10–5.
11.Hatala, R, Norman, GR. In-training evaluation during an internal medicine clerkship. Acad Med 1999;74(10 Suppl): S118-20.
12.Dudek, N, Marks, M, Lee, C, et al. Assessing the quality of supervisors’ completed clinical evaluation reports. Med Educ 2008;42:816–22.

Keywords

How do I improve the quality of in-training assessment of learners?

  • Glen Bandiera (a1)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed