In‐training assessment: learning from practice

T raining in the clinical setting is a vital part of medical education, as it guides a trainee’s learning towards a standard of professional competence. Performance of authentic tasks in clinical practice typically requires the integration of knowledge, skills, judgement and attitudes – all indispensable for the development of professional competence. Although active participation in patient care can provide very powerful learning experiences, learning in practice does not occur automatically. Ericsson shows that significant improvement of performance is acquired only through the ongoing evaluation of performance and feedback. Without feedback, trainees will not be made aware of deficits, poor performance will go uncorrected, and good performance will not be reinforced.