In-training assessment - its potential in enhancing clinical teaching

CONTEXT

In-training assessment (ITA) has established its place alongside formative and summative assessment at both the undergraduate and postgraduate level. In this paper the authors aimed to identify those characteristics of ITA that could enhance clinical teaching.

METHODS

A literature review and discussions by an expert working group at the Ninth Cambridge Conference identified the aspects of ITA that could enhance clinical teaching.

RESULTS

The features of ITA identified included defining the specific benefits to the learner, teacher and institution, and highlighting the patient as the context for ITA and clinical teaching. The 'mapping' of a learner's progress towards the clinical teaching objectives by using multiple assessments over time, by multiple observers in both a systematic and opportunistic way correlates with the incremental nature of reaching clinical competence.

CONCLUSIONS

The importance of ITA based on both direct and indirect evidence of what the learner actually does in the real clinical setting is emphasized. Particular attention is given to addressing concerns in the more controversial areas of assessor training, ratings and documentation for ITA. Areas for future research are also identified.

Procedural skills for general practice. The results of a Queensland survey

The acquisition of procedural skills for general practice, appears to be somewhat haphazard. A list of 139 procedural skills of possible use to a GP was compiled. A survey of sixth year medical students, faculty and hospital teaching staff, and GPs in Queensland was undertaken to evaluate the perceived importance of these skills. The list has been modified to 47 'essential' and 22 'essential or desirable' skills, and could form the basis for more directed learning in the area of procedural skills.