Reliability and validity of the direct observation clinical encounter examination (DOCEE)

Hamdy, Hossam; Prasad, Kameshwar; Williams, Reed G.; Salih, Fathi A.

doi:10.1046/j.1365-2923.2003.01438.x

Cited by 40 publications

(36 citation statements)

References 18 publications

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“…10,15 The correlation between direct observation and other measures of competency such as written test scores, [16][17][18][19][20][21][22][23][24][25] OSCEs, or standardized patient assessments [18][19][20][21]25,26 has been studied in a number of specialties showing modest correlation supporting the validity of certain direct observation methods. Internal medicine has produced many studies of direct observation, the strongest of which is the miniclinical evaluation exercise (mini-CEX) assessment tool having robust evidence for its validity and reliability.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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“…Second, commentators have attempted to increase the number of long cases, but have done so by employing a format that draws on shorter assessments (20-45 min) and multiple cases (4-6) assessed directly one after another in a single session (McKinley et al, 2000;Wass & Jolly, 2001;Hamdy et al, 2003;Norcini et al, 2003).…”

Section: Improving the Long Casementioning

confidence: 99%

“…This appears to have been a more recent development in the UK (Wass & Jolly, 2001) than in the USA (US Clinical Evaluation Exercise instrument; Kroboth et al, 1992) and Australia (Australian Direct Clinical Examination; Price & Byrne, 1994). Content validity has been addressed through attempts to sample 'types' of patient for the long case, rather than random patient selection (Hamdy et al, 2003). This approach has been criticised on the grounds that trainees should be competent enough to deal with most types of patient problems that they encounter (Dugdale, 1996).…”

Section: Improving the Long Casementioning

confidence: 99%

Assessing psychiatric competencies: what does the literature tell us about methods of workplace-based assessment?

Fitch¹,

Malik²,

Lelliott³

et al. 2008

Adv. psychiatr. treat

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“…15 Reliability of the long case can be improved by increasing the number of cases per student. 16,17 We thought that the lack of a university hospital, scarcity of suitable cases and refusal of patients might be real causes behind adopting the single long case examination.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of student assessment practices in a medical college

Elfaki

2017

Int J Res Med Sci

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Background: The importance of students’ assessment and its role in driving students learning are well recognized. Guidelines for good assessment practice have been developed. The GMC issued important recommendations related to assessment of students’ performance to be followed by medical schools in UK. The Liaison Committee on Medical Education (LCME) developed standards emphasizing the importance of documenting students’ performance. The utility concept of an assessment tool had been proposed by Van der Vleuten stating a number of weighted criteria. Assessment of clinical competence was proposed to be well covered by the model of Miller. No single method of assessment can be recommended to be appropriate for all assessment purposes and all domains of competence. Therefore, multiple methods of assessment are required.Methods: There are 35 courses included in the MBBS program in the college of medicine, KKU. these are taught over five years in addition to a preparatory year and the internship year. the curriculum can still be described as discipline based. a survey was planned to study the current assessment situation. this is a cross-sectional descriptive study. the data collection methods used were survey and study of the documents of the courses. an online questionnaire was developed. the responses were analyzed using descriptive statistics to determine frequencies, averages and percentages. the study was conducted during the period January-May 2014.Results: Twenty course coordinators responded to the survey (57%). Eleven of the courses covered were basic and nine were clinical. Multiple tests as well as multiple methods of continuous assessment were used in the courses studied. Some of the methods used for summative assessment are no longer recommended in current assessment practices in medical education. Real OSCE was used only in one clinical course. Standard setting methods were not used and a fixed pass mark was used instead.Conclusions: Important shortcomings in student assessment system in many of the courses studied were identified. Less educationally desirable assessment methods and practices are still used in some courses such as unattended single long case examination. More attention should be given to technical aspects of assessment.

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Reliability and validity of the direct observation clinical encounter examination (DOCEE)

Cited by 40 publications

References 18 publications

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Assessing psychiatric competencies: what does the literature tell us about methods of workplace-based assessment?

Evaluation of student assessment practices in a medical college

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