The assessment of professional competence: building blocks for theory development

被引：219

作者：

van der Vleuten, C. P. M. ^{[1
]}

Schuwirth, L. W. T. ^{[1
]}

Scheele, F. ^{[2
]}

Driessen, E. W. ^{[1
]}

Hodges, B. ^{[3
]}

机构：

[1] Maastricht Univ, Dept Educ Dev & Res, Fac Hlth Med & Life Sci, NL-6200 MD Maastricht, Netherlands

[2] St Lucas Andreas Hosp, Dept Obstet & Gynaecol, NL-1016 AE Amsterdam, Netherlands

[3] Wilson Ctr Res Educ, Toronto, ON M5G 2C4, Canada

来源：

BEST PRACTICE & RESEARCH CLINICAL OBSTETRICS & GYNAECOLOGY | 2010年 / 24卷 / 06期

关键词：

assessment; professional competence; assessment of clinical performance; principles of assessment (programmes); SELF-ASSESSMENT; MULTISOURCE FEEDBACK; MEDICAL-EDUCATION; CLINICAL SKILLS; UNPROFESSIONAL BEHAVIOR; GENERAL-PRACTITIONERS; STUDENTS PERCEPTIONS; PORTFOLIO ASSESSMENT; DISCIPLINARY ACTION; EVALUATION EXERCISE;

D O I：

10.1016/j.bpobgyn.2010.04.001

中图分类号：

R71 [妇产科学];

学科分类号：

100211 ;

摘要：

This article presents lessons learnt from experiences with assessment of professional competence. Based on Miller's pyramid, a distinction is made between established assessment technology for assessing 'knows', 'knowing how' and 'showing how' and more recent developments in the assessment of (clinical) performance at the 'does' level. Some general lessons are derived from research of and experiences with the established assessment technology. Here, many paradoxes are revealed and empirical outcomes are often counterintuitive. Instruments for assessing the 'does' level are classified and described, and additional general lessons for this area of performance assessment are derived. These lessons can also be read as general principles of assessment (programmes) and may provide theoretical building blocks to underpin appropriate and state-of-the-art assessment practices. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：703 / 719

页数：17

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