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Origin ID
QT13
Preferred Label
teaching evaluation
évaluation de l'enseignement Category label
Teaching evaluationEvaluation de l'enseignement Q-Code supplementary keywords
évaluation des compétencesexamen clinique à objectifs structurés Q-Code acronym
ECOSQ-Code scope note
a structured process of facilitated self-reflection and a means of aiding GP personal development. Key roles may include annual exploration of role expectations; a review of progress towards previously agreed objectives; a recognition of achievements; and an identification of personal development needs (EURACT 2014).processus structuré d'auto-réflexion facilitée et un moyen de contribuer au développement personnel du médecin généraliste. Les rôles clés comprennent l'exploration annuelle des attentes de rôle; un examen des progrès accomplis quant au objectifs précédemment convenus; une reconnaissance des réalisations; et une identification des besoin de développement (EURACT 2014).Q-Code conceptual content
Academic Failure ; Student’s unsuccessful attempt at academic achievement or a marked inadequacy in the areas of scholarship or study. This is not underachievement which is performance, usually in school work, poorer than that predicted from aptitude and/or intelligence testing.(MeSH 2018)Academic Performance ; A quantitative or qualitative measure of intellectual, scholarly, or scholastic accomplishment.(MeSH 2018)Academic Success ; Level of engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills, and competencies, persistence and attainment of educational outcomes.(MeSH 2018)Appraisal (education) ; A structured process of facilitated self-reflection and a means of aiding GP personal development. Key roles may include annual exploration of role expectations; a review of progress towards previously agreed objectives; a recognition of achievements; and an identification of personal development needs (EURACT 2014). Aptitude Tests ; Primarily non-verbal tests designed to predict an individual's future learning ability or performance.(MeSH)Assessment (education) : The total range of written, oral and practical tests, as well as projects and portfolios, used to decide on the learner’s progress in the course unit or in a module. These measures may be mainly used by the learner to assess his/her own progress (formative assessment) or by the teacher responsible to judge whether the course unit or module has been completed satisfactorily against the learning outcomes of the unit or module (summative assessment). (EURACT 2014) Assessment criteria (education) ; Descriptions of what the learner is expected to do, in order to demonstrate that a learning outcome has been achieved. (EURACT 2014)Blueprint (education); Bringing the relative importance of different clinical areas, covered in an assessment procedure in accordance with the large variety of cases and problems and their prevalence in real practice. In the broad range of GP problems, blueprinting is important, because of the problem of case specificity. (EURACT 2014)Case specifity (education) ; Research has shown that learning in medicine is very much case-specific. Mastering a limited set of cases and/or problems does not guarantee the mastering of other cases, areas and problems, especially in a large field like GP/FM. So assessment based on the handling of one or a few cases only gives a very restricted information on the competence of a candidate. Assessment with 10 small tasks of five minutes selected with a good blueprint generally gives much more valid information than one long case of 50 minutes. (EURACT 2014)EDUCATIONAL ASSESSMENT has two meanings. 1. An evaluation of a learner's educational achievements. 2. A subjective judgement of a learner's educational potential.(Woncadic)Educational Measurement; The assessing of academic or educational achievement. It includes all aspects of testing and test construction.(MeSH)EVALUATION. Obtaining information concerning a student's progress and level of attainment.- Formative assessment: measures the progress of gains made by the student and informs him about the amount still to be learnt before educational objectives are achieved.- In-training assessment is feed-back on the learner's performance in the clinical setting with regard to patient care and practical management.- Summative assessment: measures the achievement of the student at the end of an educational program, usually for the purposes of awarding a certificate or diploma or to enable progress to the next stage. (Wonca Dic.)JOINT CONSULTATIONS are consultations in which two (or more) professionals see the same patient at the same time while one observes the interaction between the other and the patient. (Wonca Dic.)Learning outcomes ; Statements on what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Learning outcomes are distinct from the aims of learning, in that they are concerned with the achieve- ments of the learner rather than the overall intentions of the teacher. Learn- ing outcomes must be accompanied by appropriate assessment criteria which can be used to judge that the expected learning outcomes have been achieved. Learning outcomes together with assessment criteria specify the minimum requirements for the award of credit, while marking is based on attainment above or below the minimum requirements for the award of credit. (EURACT 2014)PENDLETON'S RULES are useful when analysing a consultation. 1. The presenting physician explains the situation of the consultation. 2. The consultation is watched in silence. 3. The presenting physician answers questions about matters of fact. 4. The presenting physician then identifies what he thought the physician did well in the consultation. 5. The group members and the tutor identify what they found was done well. 6. The presenting physician next identifies what the physician in his opinion might have done to improve the consultation. 7. The group members and the tutor identifies what the physician in their opinion might have done to improve the consultation. 8. The presenting physician is given necessary support from the group and the tutor.(Woncadic)Reliability (education) ; Refers to the reproducibility of the scores on the assessment; high score reliability indicates that if the test were to be repeated over time, examinees would receive about the same scores on retesting as they received the first time. Unless assessment scores are reliable and reproducible (as in an experiment) it is nearly impossible to interpret the meaning of those scores – thus, validity evidence is lacking. (EURACT 2014)Self-assessment method ; Evaluation method to help learner’s understanding of own ability and performance. Criteria and standards are defined in a series of small group meetings by staff and learners. Then learners use the criteria to judge their own performance. (EURACT 2014)Self-Evaluation Programs; Educational programs structured in such a manner that the participating professionals, physicians, or students develop an increased awareness of their performance, usually on the basis of self-evaluation questionnaires.(MeSH)Structured written answer method ; After a given variable amount of patient data follows a series of options, between which the learner has to select the requested answer. Two types: the Patient Management Problem and the Modified Essay Questionnaire on a broader field of possible options. (EURACT 2014)Validity (education); Refers to the evidence presented to support or refute the meaning or interpretation assigned to assessment results. All assessments require validity evidence and nearly all topics in assessment involve validity in some way. Validity is the sine qua non of assessment, as without evidence of validity, assessments in medical education have little or no intrinsic meaning. (EURACT 2014)Workplace-based assessment (WPBA) ; WPBA is the assessment of competence and performance based on what a trainee or doctor actually does in the workplace. The main aim of WPBA is to aid learning and reflecting (assessment for learning) by providing trainees and doctors with constructive feedback and to support development. Trainees and doctors can use the same methodology to assess themselves (reflective practice). The assessments help the supervisors, tutors and peers to chart a trainee’s progress during a placement or a doctor’s performance in daily practice. One major advantage of workplace-based assessment is its ability to evaluate performance in context (on-site peer assessment). Saturation can be sought by applying a variety of assessment methods, by 360 degree assessment (peer (group) assessment) and/or by longitudinal assessment (multi-source feedback). (EURACT 2014)Bibliographic link
Citation
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