How should the Performance Evaluation in Medical Education be?
Can a Guideline be prepared in Performance Evaluation in Medical Education?
The assessment of clinical competence is becoming increasingly complex. Increased faculty workload, discontent with traditional methods of clinical skill assessment have led to the formation of new models of performance assessments.
Based on the changes, we need to documented guidelines.
The current COVID-19 pandemic has generated political, educational, social and economic changes around the world, in order to promote discussion, especially in the educational sector, we share the following manuscript.
Article Educación médica en tiempo de Pandemia: el caso de la Enferm...
Performance evaluation can be in two forms... 1. Summative assessment & 2. Formative assessment.
In India we are currently obeying CBME (Competence Based Medical Education) taking due care of these issues.
Competency-based asessments are the most effective, in my expeereince. But this requires planning from the outset, and the need for training the assessor and supporting them. The assessments should not take a punitive approcah, but focus on helping the student to grow and fill competency gaps. Sunbjectivity can be reduced and objectivity can be enhanced by having multiple assessors. Once the basic elements are in place, technoogy can help to collate differnt asessments of the same student. Sjkills are also nedded to debrief the student and help them plot their larning pathways forward.
One of the sectors most affected during the viral emergency of COVID-19 is education, which had a change towards virtuality. To contribute to the debate, especially in pandemic medical education, I wish to share the following manuscript.
Article Educación médica en tiempo de Pandemia: el caso de la Enferm...
I assume by performance evaluation you mean evaluation of the educator's performance by the audience. That process should include three major performance domains:1- Professional skills: Skills related to the performer's experience in the related training topic, 2- Teaching skills: skills related to performer's ability to deliver clear message and attract the attention of the audience during the session, and 3- Communication skills: skills related to performer's ability to build a continuity with audience after the end of the session by providing them with online references and access point to answer their questions after the end of the teaching session. Each skill has its own achievement guidelines. The performance evaluation process should be done at the end of each training session, in the form of a Likert scale, evaluating each of the 3 domains with a space left for comments at the end of the evaluation form.
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