Bringing OSCEs into the 21st century: Why internet access is a requirement for assessment validity.
Web-based resources are a vital and indispensable component of modern medical practice. However, these resources are often not made available during clinical assessments such as OSCEs, creating a divide between assessment and real-life practice. Open Resource Clinical Assessments (ORCAs) are a novel...
| Publicado en: | Medical Teacher Vol. 42; no. 4; pp. 469 - 472 |
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| Formato: | Journal Article |
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Taylor & Francis Ltd
Apr2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142800383&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 142800383 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Apr2020 vid: 42 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 142800383 10.1080/0142159X.2019.1693527 142800383 ppf: 469 ppct: 3 formats: tig: atl: Bringing OSCEs into the 21st century: Why internet access is a requirement for assessment validity. aug: au: Shand, George affil: Clinical Education and Training Unit, Waitemata District Health Board, Auckland, New Zealand sug: subj: Competency Assessment Methods Internet Access Information Resources Education, Medical Teaching Curriculum Physicians Reproducibility of Results ab: Web-based resources are a vital and indispensable component of modern medical practice. However, these resources are often not made available during clinical assessments such as OSCEs, creating a divide between assessment and real-life practice. Open Resource Clinical Assessments (ORCAs) are a novel concept that allows the use of 'open book' resources such as the internet (hence 'open resource') to improve assessment validity by recreating realistic workplace conditions. This is the first discussion in the academic literature as to why this form of assessment should be a pedagogical requirement within medical education, and how to overcome the inevitable challenges in implementation. Further work is required to understand how this will impact the medical curriculum for both undergraduates and postgraduates, and to pilot this concept. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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