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Psychiatric Training During Clerkship, Part 2: Specific Recommendations for Reform—Assessment and Evaluation.

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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]
Copyright of Canadian Journal of Psychiatry is the property of Sage Publications Inc. 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.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Psychiatric Training During Clerkship, Part 2: Specific Recommendations for Reform—Assessment and Evaluation.
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  Data: <searchLink fieldCode="AR" term="%22Sadek%2C+Joseph%22">Sadek, Joseph</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bazaid%2C+Khalid%22">Bazaid, Khalid</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harrington%2C+Michael%22">Harrington, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Choy%2C+Alberto%22">Choy, Alberto</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hamer%2C+Debra%22">Hamer, Debra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fung%2C+Kathryn%22">Fung, Kathryn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jayas%2C+Rajat%22">Jayas, Rajat</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Varapravan%2C+Sreelatha%22">Varapravan, Sreelatha</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mak%2C+Michael+S%2EB%2E%22">Mak, Michael S.B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raedler%2C+Thomas+J%2E%22">Raedler, Thomas J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bohler%2C+Hillary%22">Bohler, Hillary</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuzenko%2C+Nina%22">Kuzenko, Nina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hickey%2C+Catherine%22">Hickey, Catherine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karlinsky%2C+Harry%22">Karlinsky, Harry</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Côté-Olijnyk%2C+Marianne%22">Côté-Olijnyk, Marianne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bodani%2C+Rachana%22">Bodani, Rachana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Waidyaratne-Wijeratne%2C+Nishardi%22">Waidyaratne-Wijeratne, Nishardi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Garcia%2C+Carla%22">Garcia, Carla</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raedler%2C+Thomas+J%22">Raedler, Thomas J</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Psychiatry%22">Canadian Journal of Psychiatry</searchLink>. Apr2026, Vol. 71 Issue 4, p320-334. 15p.
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Canadian Journal of Psychiatry is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192309877
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        Value: 10.1177/07067437251347862
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        Text: English
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      – SubjectFull: Evaluation methodology
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      – SubjectFull: Psychiatry education
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      – SubjectFull: Curriculum-based assessment
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