(BQ) Part 2 book “ABC of learning and teaching in medicine” has contents: Skill-Based assessment, work-based assessment, direct observation tools for workplace-based assessment, learning environment, creating teaching materials, learning and teaching professionalism, supporting students in difficulty, and other contents. | C H A P T E R 10 Skill-Based Assessment Val Wass Keele University, Keele, UK This chapter offers a framework for the design and delivery of skill-based assessments (SBAs). OVERVIEW • To understand the place of skill-based assessment in testing methodology • To apply basic assessment principles to skill-based assessment • To plan the content of a skill-based assessment • To design a skill-based assessment • To understand the advantages and disadvantages of skill-based assessment Background Medical educators must ensure that health professionals, throughout training, are safe to work with patients. This requires integration of knowledge, skills and professional behaviour. Miller’s triangle (Figure ) offers a useful framework for understanding the assessment of competency across developing clinical expertise. Analogies are often made with the airline industry where simulation (‘shows how’) is heavily relied upon. Medicine is moving away from simulation to test what a doctor actually ‘does’ in the workplace-based assessment (WPBA) (Chapter 11). For logistical reasons, the WPBA methodology still lacks the high reliability needed to guarantee safety. Simulated demonstration (‘shows how’) of effective integration of written knowledge (Chapter 9) into practice remains essential to assure competent clinical performance. E Does X P Shows how E R Knows how Professional metacognitive behaviours T Knows Figure Miller’s triangle (adapted) as a model for competency testing. ABC of Learning and Teaching in Medicine, 2nd edition. Edited by Peter Cantillon and Diana Wood. 2010 Blackwell Publishing Ltd. 42 Applying basic assessment principles to skill-based assessment (SBA): Basic assessment principles must be applied when designing the SBA (Wass et al. 2001). Table defines these key concepts and their relevance to SBA. Summative versus formative The purpose of the SBA must be clearly defined and transparent to candidates. With increasing .
