Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States

Frontiers in Psychology

Janice L. Hanson¹ 

关键词: medical education;    assessment;    evaluation;    narrative;    milestones;    competence;    observation;   

DOI  :  10.3389/fpsyg.2013.00668

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

Background: In medical education, evaluation of clinical performance is based almost universally on rating scales for defined aspects of performance and scores on examinations and checklists. Unfortunately, scores and grades do not capture progress and competence among learners in the complex tasks and roles required to practice medicine. While the literature suggests serious problems with the validity and reliability of ratings of clinical performance based on numerical scores, the critical issue is not that judgments about what is observed vary from rater to rater but that these judgments are lost when translated into numbers on a scale. As the Next Accreditation System of the Accreditation Council on Graduate Medical Education (ACGME) takes effect, medical educators have an opportunity to create new processes of evaluation to document and facilitate progress of medical learners in the required areas of competence.

【 授权许可】

CC BY