Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP)

Prescott‐Clements, Linda; Vleuten, Cees P.M. van der; Hurst, Yvonne; Rennie, James

doi:10.1111/j.1365-2923.2007.02965.x

Cited by 35 publications

(39 citation statements)

References 11 publications

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“…There are a range of tools available to assess different aspects of the clinical encounter with the patient, or assess the students' global competency on a clinical placement per se. In other health disciplines various examples of these include the direct observed procedural skills (DOPS), 3 the Leicester Assessment Package (LAP), 4 the Longitudinal Evaluation of Performance (LEP), 5,6 the mini-peer assessment tool (Mini-PAT), 7 and the mini clinical examination (mini-CEX).…”

Section: Introductionmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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Workplace-based assessment is commonplace, particularly in medicine. These assessments typically involve the assessment of a student conducting a consultation, or part thereof, on a real patient in an authentic clinical practice setting. In disciplines such as medicine substantial work has been directed towards the evaluation of the processes and tools used to perform these assessments and understand their educational impact. At present, there is little literature on the tools used for workplace-based assessment in osteopathy yet they form a picture of the student's capability. The current study presents data from a new workplace-based assessment tool for osteopathy, the mini Clinical Examination (mini-CEX) and is used to inform the implementation of the mini-CEX more broadly. Data presented here suggest the mini-CEX in this cohort is feasible, efficient, acceptable to stakeholders, internally consistent, and can differentiate between students at different stages of an osteopathic teaching program. Further research into the use of the mini-CEX in osteopathy is required, particularly focusing on educational impact, the reliability of the tool and its generalisability to clinical learning environments in other osteopathy teaching institutions.

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Section: Introductionmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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“…However, in-training assessment is usually done over an extended period of time (Turnbull et al 1998; Turnbull and van Barneveld 2002; Daelmans 2005; Norcini and Burch 2007), so students can be expected to develop their competencies and, therefore, receive higher ratings in later assessments. That this actually happens has recently been shown in a study on an in-training assessment procedure in dentistry, where a learning curve was visible over the course of a year (Prescott-Clements et al 2008). Consequently, performance differences within individuals over time can also be considered relevant to the concept of performance (Turnbull et al 1998; Prescott-Clements et al 2008).…”

Section: Introductionmentioning

confidence: 80%

The reliability of in-training assessment when performance improvement is taken into account

Lohuizen

Kuks

Hell

et al. 2010

Adv in Health Sci Educ

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During in-training assessment students are frequently assessed over a longer period of time and therefore it can be expected that their performance will improve. We studied whether there really is a measurable performance improvement when students are assessed over an extended period of time and how this improvement affects the reliability of the overall judgement. In-training assessment results were obtained from 104 students on rotation at our university hospital or at one of the six affiliated hospitals. Generalisability theory was used in combination with multilevel analysis to obtain reliability coefficients and to estimate the number of assessments needed for reliable overall judgement, both including and excluding performance improvement. Students’ clinical performance ratings improved significantly from a mean of 7.6 at the start to a mean of 7.8 at the end of their clerkship. When taking performance improvement into account, reliability coefficients were higher. The number of assessments needed to achieve a reliability of 0.80 or higher decreased from 17 to 11. Therefore, when studying reliability of in-training assessment, performance improvement should be considered.

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“…Several documented instances in the literature of use in dental medicine (Dental Foundation Training in Great Britain), however, often without any precise information on the evaluation instruments [161], [162]. …”

Section: Discussionmentioning

confidence: 99%

Assessment formats in dental medicine: An overview

Gerhard-Szep

Güntsch

Pospiech

et al. 2016

GMS Journal for Medical Education; 33(4):Doc65

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Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP)

Abstract: The LEP has been successful in combining a strong formative approach to continuous assessment with the collection of evidence on performance within the workplace that (alongside other tools within an assessment system) can contribute towards a summative decision regarding competence.

Cited by 35 publications

References 11 publications

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

The reliability of in-training assessment when performance improvement is taken into account

Assessment formats in dental medicine: An overview

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