Bibliographic Details
| Title: |
Psychiatric Training During Clerkship, Part 2: Specific Recommendations for Reform—Assessment and Evaluation. |
| Authors: |
Sadek, Joseph (AUTHOR), Bazaid, Khalid (AUTHOR), Harrington, Michael (AUTHOR), Choy, Alberto (AUTHOR), Hamer, Debra (AUTHOR), Fung, Kathryn (AUTHOR), Jayas, Rajat (AUTHOR), Varapravan, Sreelatha (AUTHOR), Mak, Michael S.B. (AUTHOR), Raedler, Thomas J. (AUTHOR), Bohler, Hillary (AUTHOR), Kuzenko, Nina (AUTHOR), Hickey, Catherine (AUTHOR), Karlinsky, Harry (AUTHOR), Côté-Olijnyk, Marianne (AUTHOR), Bodani, Rachana (AUTHOR), Waidyaratne-Wijeratne, Nishardi (AUTHOR), Garcia, Carla (AUTHOR), Raedler, Thomas J (AUTHOR) |
| Source: |
Canadian Journal of Psychiatry. Apr2026, Vol. 71 Issue 4, p320-334. 15p. |
| Subjects: |
Medical education, Evaluation methodology, Psychiatry education, Outcome-based education, Summative tests, Curriculum-based assessment, Formative evaluation |
| Abstract: |
This article focuses on the evolving assessment methods in Canadian undergraduate medical education, particularly within psychiatry, as the system transitions from time-based to competency-based medical education (CBME). It details nonworkplace-based assessments (NWBAs) such as multiple-choice questions and essays, workplace-based assessments (WBAs) including direct observation and chart-stimulated recall, and assessments in simulated clinical environments like objective structured clinical examinations (OSCEs). The article emphasizes the complementary roles of formative (low-stakes, feedback-oriented) and summative (high-stakes, outcome-oriented) assessments in supporting student learning and progression. Additionally, it highlights the importance and challenges of assessing humanism and professionalism in medical students through diverse tools, advocating for psychiatrists to engage beyond the medical expert CanMEDS role by modeling and evaluating humanistic clinical practice. [Extracted from the article] |
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| Database: |
Psychology and Behavioral Sciences Collection |
