Formative assessment of procedural skills: Students' responses to the objective structured clinical examination and the integrated performance procedural instrument

Assessment and Evaluation in Higher Education

Volumn 36, Issue 2, 2011, Pages 171-183

  Nestel, Debra ^a   Kneebone, Roger ^b   Nolan, Carmel ^b   Akhtar, Kash ^c   Darzi, Ara ^b  

^a UNIVERSITY OF BALLARAT   (Australia)

^b IMPERIAL COLLEGE LONDON   (United Kingdom)

^c CHARING CROSS HOSPITAL   (United Kingdom)

Author keywords

Contextualised assessment; Formative assessment; Skills assessment

Indexed keywords

EID: 79751521165     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602930903221469     Document Type: Article

References (17)

1. GMC. 2006. Good medical practice. http://www.gmc-uk.org/guidance/good_medical_prac-tice/index.asp (accessed May 22, 2008).
2. Harden, R.M., and F.A. Gleeson. 1979. Assessment of clinical competence using an Objective Structured Clinical Examination (OSCE). Medical Education 13, no. 1: 41-54.
3. Hodges, B. 2003. OSCE! Variations on a theme by Harden. Medical Education 37, no. 12: 1134-40.
4. Homer, M., and G. Pell. 2009. The impact of the inclusion of simulated patient ratings on the reliability of OSCE assessments under the borderline regression method. Medical Teacher 31, no. 5: 420-5.
5. Kneebone, R., F. Bello, D. Nestel, N. Mooney, A. Codling, F. Yadollahi, T. Tierney, D. Wilcockson, and A. Darzi. 2008. Learner-centred feedback using remote assessment of clinical procedures. Medical Teacher 30: 795-801.
6. Kneebone, R., D. Nestel, F. Bello, and A. Darzi. 2008. An Integrated Procedural Performance Instrument (IPPI) for learning and assessing procedural skills. Clinical Teacher 5: 45-8.
7. Kneebone, R., D. Nestel, F. Yadollahi, R. Brown, C. Nolan, J. Durack, H. Brenton, C. Moul-ton, J. Archer, and A. Darzi. 2006. Assessing procedural skills in context: Exploring the feasibility of an Integrated Procedural Performance Instrument (IPPI). Medical Education 40, no. 11: 1105-14.
8. Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
9. LeBlanc, V., D. Tabak, R. Kneebone, D. Nestel, H. MacRae, and C.A. Moulton. 2009. Psychometric properties of an integrated assessment of technical and communication skills. The American Journal of Surgery 197: 96-101.
10. Miller, G. 1990. The assessment of clinical skills/competence/performance. Academic Medicine 65: S63-7.
11. Moulton, C.A., D. Tabak, R. Kneebone, D. Nestel, H. MacRae, and V. LeBlanc. 2009. Teaching communication skills using the integrated procedural performance instrument (IPPI): A randomized controlled trial. The American Journal of Surgery 197: 113-8.
12. Nestel, D., F. Bello, R. Kneebone, K. Akhtar, and A. Darzi. 2008. Remote assessment and learner-centred feedback using the Imperial College Feedback and Assessment System (ICFAS). Clinical Teacher 5: 88-92.
13. Regehr, G., H. MacRae, R.K. Reznick, and D. Szalay. 1998. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Academic Medicine 73, no. 9: 993-7.
14. The Foundation Programme. 2007. The Foundation Learning Portfolio. http://www.founda-tionprogramme.nhs.uk/pages/home/key-documents (accessed May 26, 2008).
15. Townsend, A.H., S. McLlvenny, C.J. Miller, and E.V. Dunn. 2001. The use of an Objective Structured Clinical Examination (OSCE) for formative and summative assessment in a general practice clinical attachment and its relationship to final medical school examination performance. Medical Education 35, no. 9: 841-6.
16. Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
17. ®). Medical Teacher 27, no. 3: 200-6.