View in EDS

Comprehensive assessment of professional competence: the Rochester Experiment.

Saved in:
Bibliographic Details
Title: Comprehensive assessment of professional competence: the Rochester Experiment.
Authors: Epstein RM (AUTHOR), Dannefer EF (AUTHOR), Nofziger AC (AUTHOR), Hansen JT (AUTHOR), Schultz SH (AUTHOR), Jospe N (AUTHOR), Connard LW (AUTHOR), Medrum SC (AUTHOR), Henson LC (AUTHOR)
Source: Teaching & Learning in Medicine. Spring2004, Vol. 16 Issue 2, p186-196. 11p.
Abstract: BACKGROUND: A required 2-week comprehensive assessment (CA) for 2nd-year medical students that integrates basic science, clinical skills, information management, and professionalism was implemented. DESCRIPTION: The CA links standardized patients (SPs) with computer-based exercises, a teamwork exercise, and peer assessments; and culminates in student-generated learning plans. EVALUATION: Scores assigned by SPs showed acceptable interrater reliability. Factor analyses defined meaningful subscales of the peer assessment and communication rating scales. Ratings of communication skills were correlated with information gathering, patient counseling, and peer assessments; these, in turn, were strongly correlated with the written exercises. Students found the CA fair, with some variability in opinion of the peer and written exercises. Useful learning plans and positive curricular changes were undertaken in response to the CA results. Conclusion: A CA that integrates multiple domains of professional competence is feasible, useful to students, and fosters reflection and change. Preliminary data suggest that this format is reliable and valid. [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 13444992
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 106486742
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Comprehensive assessment of professional competence: the Rochester Experiment.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Epstein+RM%22">Epstein RM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dannefer+EF%22">Dannefer EF</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nofziger+AC%22">Nofziger AC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hansen+JT%22">Hansen JT</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schultz+SH%22">Schultz SH</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jospe+N%22">Jospe N</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Connard+LW%22">Connard LW</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Medrum+SC%22">Medrum SC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Henson+LC%22">Henson LC</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Learning+in+Medicine%22">Teaching & Learning in Medicine</searchLink>. Spring2004, Vol. 16 Issue 2, p186-196. 11p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: BACKGROUND: A required 2-week comprehensive assessment (CA) for 2nd-year medical students that integrates basic science, clinical skills, information management, and professionalism was implemented. DESCRIPTION: The CA links standardized patients (SPs) with computer-based exercises, a teamwork exercise, and peer assessments; and culminates in student-generated learning plans. EVALUATION: Scores assigned by SPs showed acceptable interrater reliability. Factor analyses defined meaningful subscales of the peer assessment and communication rating scales. Ratings of communication skills were correlated with information gathering, patient counseling, and peer assessments; these, in turn, were strongly correlated with the written exercises. Students found the CA fair, with some variability in opinion of the peer and written exercises. Useful learning plans and positive curricular changes were undertaken in response to the CA results. Conclusion: A CA that integrates multiple domains of professional competence is feasible, useful to students, and fosters reflection and change. Preliminary data suggest that this format is reliable and valid. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
– Name: URL
  Label: URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="13444992" linkWindow="_blank">13444992</link>
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=106486742
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1207/s15328015tlm1602_12
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 186
    Titles:
      – TitleFull: Comprehensive assessment of professional competence: the Rochester Experiment.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Epstein RM
      – PersonEntity:
          Name:
            NameFull: Dannefer EF
      – PersonEntity:
          Name:
            NameFull: Nofziger AC
      – PersonEntity:
          Name:
            NameFull: Hansen JT
      – PersonEntity:
          Name:
            NameFull: Schultz SH
      – PersonEntity:
          Name:
            NameFull: Jospe N
      – PersonEntity:
          Name:
            NameFull: Connard LW
      – PersonEntity:
          Name:
            NameFull: Medrum SC
      – PersonEntity:
          Name:
            NameFull: Henson LC
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Spring2004
              Type: published
              Y: 2004
          Identifiers:
            – Type: issn-print
              Value: 10401334
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Teaching & Learning in Medicine
              Type: main
ResultId 1