PDF(Pubmed)
Abstract：
In pursuing assessment excellence, clinician-educators who design and implement assessment are pivotal. The influence of their assessment practice in university-run licensure exams on student learning has direct implications for future patient care. While teaching practice has been shown to parallel conceptions of teaching, we know too little about conceptions of assessment in medical education to know if this is the case for assessment practice and conceptions of assessment. To explore clinician-educators\' conceptions of assessment, a phenomenographic study was undertaken. Phenomenography explores conceptions, the qualitatively different ways of understanding a phenomenon. Data analysis identifies a range of hierarchically inclusive categories of understanding, from simple to more complex, and the dimensions that distinguish each category or conception. Thirty-one clerkship convenors in three diverse Southern settings were interviewed in three cycles of iterative data collection and analysis. Four conceptions of assessment were identified: passive operator, awakening enquirer, active owner and scholarly assessor. Six dimensions were elucidated to describe and distinguish each conception: purpose of assessment; temporal perspective; role and responsibility; accountability; reflexivity and emotional valence. Additionally, three characteristics that appeared to track the progressive nature of the conceptions were identified: professional identity, assessment literacy and self-efficacy. These conceptions encompass and extend previously described conceptions across different educational levels, disciplines and contexts, suggesting applicability to other settings. There is some evidence of a relationship between conceptions and practice, suggesting, together with the hierarchical nature of these conceptions, that targeting conceptions during faculty development may be an effective approach to enhance assessment practice.
摘要：
在追求卓越评估的过程中，设计和实施评估的临床医生-教育工作者至关重要。他们在大学举办的执照考试中的评估实践对学生学习的影响对未来的患者护理有直接影响。虽然教学实践已经显示出平行的教学概念，我们对医学教育中的评估概念知之甚少，无法知道评估实践和评估概念是否如此。为了探索临床医生-教育工作者的评估概念，进行了现象学研究。现象学探索概念，理解现象的性质不同的方式。数据分析确定了一系列分层包容的理解类别，从简单到更复杂，以及区分每个类别或概念的维度。在三个迭代数据收集和分析周期中，采访了南方三个不同环境中的31名文员召集人。确定了四个评估概念：被动操作员，唤醒询问者，积极的所有者和学术评估者。阐明了六个维度来描述和区分每个概念：评估的目的；时间视角；角色和责任；问责制；反身性和情感效价。此外,确定了三个似乎跟踪概念渐进性的特征：专业身份，评估素养和自我效能感。这些概念涵盖并扩展了先前描述的概念，跨越不同的教育水平，学科和背景，建议适用于其他设置。有一些证据表明概念和实践之间存在关系，暗示，连同这些概念的等级性质，教师发展过程中的目标概念可能是加强评估实践的有效方法。
