Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees: Â Â A Systematic Review | Sep 2. JAMAContextÂ Direct observation of medical trainees with actual patients is important for performance- based clinical skills assessment. Multiple tools for direct observation are available, but their characteristics and outcomes have not been compared systematically. ObjectivesÂ To identify observation tools used to assess medical trainees' clinical skills with actual patients and to summarize the evidence of their validity and outcomes. Data SourcesÂ Electronic literature search of Pub.
You have free access to this content Reliability of a Core Competency Checklist Assessment in the Emergency Department: The Standardized Direct Observation Assessment Tool. P0030 Lack of Direct Observation by Faculty. the use of standardized patients. f0020 Figure 9-2 George Miller’s assessment pyramid. observation of the history and physical examination W o r k i t. 1. Acad Emerg Med. 2009 Dec;16 Suppl 2:S51-7. doi: 10.1111/j.1553-2712.2009.00593.x. Real-time inter-rater reliability of the Council of Emergency Medicine residency directors standardized direct observation assessment tool..
Med, ERIC, CINAHL, and Web of Science for English- language articles published between 1. March 2. 00. 9 and review of references from article bibliographies.
Study SelectionÂ Included studies described a tool designed for direct observation of medical trainees' clinical skills with actual patients by educational supervisors. Tools used only in simulated settings or assessing surgical/procedural skills were excluded.
EDUCATIONAL ADVANCES Reliability of a Core Competency Checklist Assessment in the Emergency Department: The Standardized Direct Observation Assessment Tool Philip Shayne, MD, Fiona Gallahue, MD, Stephan Rinnert, MD, Craig L. 1. Acad Emerg Med. 2006 Jul;13(7):727-32. Epub 2006 Apr 24. Reliability of a core competency checklist assessment in the emergency department: the Standardized Direct Observation Assessment Tool. Shayne P(1), Gallahue F.
Of 1. 0Â 6. 72 citations, 1. Data ExtractionÂ Two authors independently abstracted studies using a modified Best Evidence Medical Education coding form to inform judgment of key psychometric characteristics. Differences were reconciled by consensus. ResultsÂ A total of 5. Twenty- one tools were studied with students and 3.
Two were used across the educational continuum. Most (nÂ =Â 3. 2) were developed for formative assessment. Rater training was described for 2. Only 1. 1 tools had validity evidence based on internal structure and relationship to other variables. Trainee or observer attitudes about the tool were the most commonly measured outcomes. Self- assessed changes in trainee knowledge, skills, or attitudes (nÂ =Â 9) or objectively measured change in knowledge or skills (nÂ =Â 5) were infrequently reported.
The strongest validity evidence has been established for the Mini Clinical Evaluation Exercise (Mini- CEX). ConclusionÂ Although many tools are available for the direct observation of clinical skills, validity evidence and description of educational outcomes are scarce.