Noncini et al. provides guidelines on good assessment that emphasize the importance of using it to reinforce learning rather than JUST to measure outcomes. It likewise encourages continuous and regular evaluation and constant improvement of assessment practices. The assessment approach in the scenario has some positive aspects, such as utilizing a standardized checklist to ensure consistency across all clinical teachers and using weekly assessments to gather information about each intern's progress. However, there are also some areas for improvement. Filling out the checklists at the end of the day may be prone to inaccuracies, as it may be challenging to recall all the relevant information from the day. Additionally, conducting group instead of individual feedback may not reflect individual’s strengths and areas for improvement. The fact that no student has ever received a failing could be an indication that the assessment is not adequately identifying areas where students need improvement. While the assessment approach has some positive elements, there are opportunities to improve the accuracy and specificity of the feedback to facilitate each student/intern’ learning.
I agree with Tere that, unless the CI has a photographic memory, filling out the checklists at the end of the day is prone to errors. To have a fairer and more realistic assessment of learning, the CI might simplify the assessment rubric or modify the assessment tool and utilize a cellphone to access it in real-time.
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TRue. It would be very hard to recall the performance of each interns if not assessed immediately. Thats the very reason why at the end he realizes that no students got a failing grade. This does not mean all the interns are good, but it might mean that the students were not really properly assessed or evaluated.
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