How to Assess Doctors and Health Professionalsby Mike Davis, Judy McKimm, Kirsty Forrest
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This important book offers an introduction to the theory and the varying types of assessment for health care professionals. The book includes information on such topics as Where have work based assessments come from?; Why do we have different parts to the same exam like MCQs and OSCEs?; How do colleges decide who has passed or not?; Why can people pick their own assessors for their MSF?; The role of formative assessment Portfolios and their value. The book avoids jargon, is clear and succinct, and gives the pros and cons of the different assessment processes.
Description: Assessment of physicians and other health professionals is an integral part of ensuring achievement of intended learning outcomes during their training. This book reviews the purposes and principles of assessment as well as various assessment methods used during medical training along with applications of these assessment methods.
Purpose: According to the authors, "those abilities that are the easiest to measure are not necessarily the most important," and, "the important role assessment has in learning is often forgotten and powerful learning opportunities are missed." The authors state that this book is designed to make explicit different types of assessment from the point of view of clinical teachers. The text does so by outlining the purposes and key principles of assessment and feedback in learning. It also describes how to use a collection of tests, each targeted at specific competencies in medical curriculum to enhance learning outcomes.
Audience: This is intended for medical educators and anyone who would like to improve their assessment skills to enhance learning. It serves as a quick reference for those individuals to improve outcomes and, as a result, patient care.
Features: The first few chapters describe the purposes and key principles of assessment. The next few chapters discuss technology such as that used in clinical simulation and feedback used in the assessment process. The authors also cover how to construct a portfolio that can be used for assessment and revalidation and outlines specific examples of assessment to be used for medical education in clinical and nonclinical settings. The administration, strength, and weaknesses of each type of assessment method are delineated by the authors. The book culminates in a discussion of how these assessments can be used in a coherent assessment program. Expected learning outcomes are listed for each chapter and charts and tables are used to emphasize concepts. The authors also guide readers in self-reflection by including activity questions and tables for them to complete. One limitation of the book is the authors' discussion of the concepts as they relate to the U.K. medical education system. This may limit the audience for those concepts, but the general assessment concepts may be used by any medical educator.
Assessment: This book uses several methods that effectively enable readers to reflect and gauge their knowledge during discussion of assessment techniques. It is succinct and its chapters are organized to allow readers to seek information about specific topics with ease. Learning objectives for each chapter, along with illustrations, tables, and self-reflection questions, enhance the text and contribute to the understanding of the concepts. The authors offer a thorough overview of methods of assessment and their application for medical educators, which will enhance student learning.
Meet the Author
Mike Davis, Consultant in Continuing Medical Education, Blackpool, UK
Kirsty Forrest, Clinical Education Advisor, Yorkshire and Humber Deanery, Research and Evaluation Study Skills (RESS formally SSC) Co-Chair, University of Leeds, Consultant Anaesthetist, Leeds Teaching Hospital Trust, Leeds, UK
Judy McKimm, Dean and Professor of Medical Education, Swansea University, Swansea, UK
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