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Procedures for establishing defensible programmes for assessing practice performance
Author(s) -
Lew Stephen R,
Page Gordon G,
Schuwirth Lambert W T,
BaronMaldonado Margarita,
Lescop Joelle M J,
Paget Neil S,
J Southgate Lesley,
Wade Winifred B
Publication year - 2002
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2002.01319.x
Subject(s) - test (biology) , work (physics) , medical education , engineering ethics , process management , management science , psychology , engineering management , medicine , business , engineering , mechanical engineering , paleontology , biology
Summary The assessment of the performance of doctors in practice is becoming more widely accepted. While there are many potential purposes for such assessments, sometimes the consequences of the assessments will be ‘high stakes’. In these circumstances, any of the many elements of the assessment programme may potentially be challenged. These assessment programmes therefore need to be robust, fair and defensible, taken from the perspectives of consumer, assessee and assessor. In order to inform the design of defensible programmes for assessing practice performance, a group of education researchers at the 10th Cambridge Conference adopted a project management approach to designing practice performance assessment programmes. This paper describes issues to consider in the articulation of the purposes and outcomes of the assessment, planning the programme, the administrative processes involved, including communication and preparation of assessees. Examples of key questions to be answered are provided, but further work is needed to test validity.