One year after implementation of a new schedule of summative assessment of professional attitude and conduct (AC) for medical undergraduates at the University of Wales College of Medicine (UWCM), we evaluated its effectiveness and obtained feedback of the perceptions of participating teachers and students. An anonymous questionnaire was administered to all 4th year students and their clinical teachers. Four out of 180 students actually failed to complete the 4th year as a result of unsatisfactory AC. Of these, three students were identified as having a problem which benefited from supportive remediation. One hundred and twenty out of 244 (49%) teachers and 166 out of 195 (85%) students completed the feedback questionnaires. The majority of students and teachers agreed that AC should be an integral part of their assessment. However, several problems were highlighted, in particular, students' perception that marks were sometimes based on assessment of knowledge rather than attitude and conduct and teachers' reluctance to identify unprofessional behaviour in students. The use of longitudinal assessment of professional AC was found to be effective at identifying students with persistent AC problems and also provided an opportunity for formative experience. The reluctance of teachers to identify negative behaviours, compared to deficiencies in skill and knowledge, is an important aspect of developing a reliable method of evaluating professional attitudes.

译文

在威尔士大学医学院 (UWCM) 为医学本科生实施新的专业态度和行为总结性评估 (AC) 时间表一年后,我们评估了其有效性,并获得了参与教师和学生的看法反馈。对所有四年级学生及其临床老师进行了匿名问卷调查。由于AC不满意,180名学生中有4名实际上未能完成第4年。其中,三名学生被确定为受益于支持性补救的问题。244名 (49% 名) 教师中有120名,195名 (85% 名) 学生中有166名完成了反馈问卷。大多数学生和老师都同意AC应该成为他们评估的组成部分。然而,强调了几个问题,特别是学生认为分数有时是基于对知识的评估,而不是态度和行为,以及教师不愿识别学生的不专业行为。发现使用专业交流的纵向评估可有效识别持续存在交流问题的学生,并且还提供了形成经验的机会。与技能和知识的不足相比,教师不愿识别消极行为是开发一种可靠的评估专业态度的方法的重要方面。

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