Advanced Assessment of Medical Students’ Clinical Performance: Challenges, Methods and Approaches

AUTHORS

Kayghobad Tahernezhad 1 , Fatemeh Javidan 1 , *

1 Iran

How to Cite: Tahernezhad K , Javidan F. Advanced Assessment of Medical Students’ Clinical Performance: Challenges, Methods and Approaches, Strides Dev Med Educ. 2009 ; 5(1):e58621.

ARTICLE INFORMATION

Strides in Development of Medical Education: 5 (1); e58621
Published Online: July 25, 2017
Article Type: Review Article
Received: July 24, 2017
Accepted: June 02, 2008

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Abstract

Background: Assessment of clinical competencies is one of the complicated and hard tasks in
medical education. Nowadays, assessment of clinical performance is significantly patient centered,
and student centered. Traditional methods consisted of faculties’ observations, oral examinations,
and multiple-choice tests. Increased faculties’ workload, discontent with traditional methods of
clinical skill assessment and developments in the fields of psychology and education have led to
the formation of new modalities in performance assessment methods with special definition.
Clinical competency is defined as the ability to gather information from the patient by history
taking and physical examination, integrating this information in order to make a diagnosis,
selecting appropriate laboratory tests to confirm the diagnosis and efficient disease management.
At the present time, several fields for future direction of performance assessment in medical
education are suggested, including:
a) Evidence-based locally developed assessments
b) Understanding educational outcomes and non-cognitive assessment factors
c) Increase in student-driven aspect of assessments.
Attempting to introduce new and advanced medical students’ clinical performance assessment
methods according to the world accredited centers, this article analyzed three mentioned directions
in field of clinical performance assessment.
Conclusion: Improvement of performance assessment in local or national level is a complex issue
which needs time, cooperation, recourses and fundamental attempts. However, this is the price to
pay if we believe that clinical competency can improve quality of patient care.

Keywords

Performance assessment Medical education Clinical competency

© 2009, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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