PDF(Pubmed)
Abstract：
BACKGROUND: Feasible and effective assessment approaches to measuring competency in health sciences are vital in competency-based education. Educational programmes for health professions in low- and middle-income countries are increasingly adopting competency-based education as a strategy for training health professionals. Importantly, the organisation of assessments and assessment approaches must align with the available resources and still result in the fidelity of implementation. A review of existing assessment approaches, frameworks, models, and methods is essential for the development of feasible and effective assessment approaches in low-resource settings.
METHODS: Published literature was sourced from 13 electronic databases. The inclusion criteria were literature published in English between 2000 and 2022 about assessment approaches to measuring competency in health science professions. Specific data relating to the aims of each study, its location, population, research design, assessment approaches (including the outcome of implementing such approaches), frameworks, models, and methods were extracted from the included literature. The data were analysed through a multi-step process that integrated quantitative and qualitative approaches.
RESULTS: Many articles were from the United States and Australia and reported on the development of assessment models. Most of the articles included undergraduate medical or nursing students. A variety of models, theories, and frameworks were reported and included the Ideal model, Predictive Learning Assessment model, Amalgamated Student Assessment in Practice (ASAP) model, Leadership Outcome Assessment (LOA) model, Reporter-Interpreter-Manager-Educator (RIME) framework, the Quarter model, and the model which incorporates four assessment methods which are Triple Jump Test, Essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and Multiple Choice Questions (TEMM) model. Additional models and frameworks that were used include the Entrustable Professional Activities framework, the System of Assessment framework, the Reporter-Interpreter-Manager-Educator (RIME) framework, the Clinical Reasoning framework (which is embedded in the Amalgamated Student Assessment in Practice (ASAP) model), Earl\'s Model of Learning, an assessment framework based on the Bayer-Fetzer Kalamazoo Consensus Statement, Bloom\'s taxonomy, the Canadian Medical Education Directions for Specialists (CanMEDS) Framework, the Accreditation Council for Graduate Medical Education (ACGME) framework, the Dreyfus Developmental Framework, and Miller\'s Pyramid.
CONCLUSIONS: An analysis of the assessment approaches, frameworks, models, and methods applied in health professions education lays the foundation for the development of feasible and effective assessment approaches in low-resource settings that integrate competency-based education.
BACKGROUND: This study did not involve any clinical intervention. Therefore, trial registration was not required.
METHODS: Published literature was sourced from 13 electronic databases. The inclusion criteria were literature published in English between 2000 and 2022 about assessment approaches to measuring competency in health science professions. Specific data relating to the aims of each study, its location, population, research design, assessment approaches (including the outcome of implementing such approaches), frameworks, models, and methods were extracted from the included literature. The data were analysed through a multi-step process that integrated quantitative and qualitative approaches.
RESULTS: Many articles were from the United States and Australia and reported on the development of assessment models. Most of the articles included undergraduate medical or nursing students. A variety of models, theories, and frameworks were reported and included the Ideal model, Predictive Learning Assessment model, Amalgamated Student Assessment in Practice (ASAP) model, Leadership Outcome Assessment (LOA) model, Reporter-Interpreter-Manager-Educator (RIME) framework, the Quarter model, and the model which incorporates four assessment methods which are Triple Jump Test, Essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and Multiple Choice Questions (TEMM) model. Additional models and frameworks that were used include the Entrustable Professional Activities framework, the System of Assessment framework, the Reporter-Interpreter-Manager-Educator (RIME) framework, the Clinical Reasoning framework (which is embedded in the Amalgamated Student Assessment in Practice (ASAP) model), Earl\'s Model of Learning, an assessment framework based on the Bayer-Fetzer Kalamazoo Consensus Statement, Bloom\'s taxonomy, the Canadian Medical Education Directions for Specialists (CanMEDS) Framework, the Accreditation Council for Graduate Medical Education (ACGME) framework, the Dreyfus Developmental Framework, and Miller\'s Pyramid.
CONCLUSIONS: An analysis of the assessment approaches, frameworks, models, and methods applied in health professions education lays the foundation for the development of feasible and effective assessment approaches in low-resource settings that integrate competency-based education.
BACKGROUND: This study did not involve any clinical intervention. Therefore, trial registration was not required.
摘要：
背景：测量健康科学能力的可行和有效的评估方法在基于能力的教育中至关重要。低收入和中等收入国家的卫生专业教育方案越来越多地采用基于能力的教育作为培训卫生专业人员的战略。重要的是,评估的组织和评估方法必须与可用资源保持一致，并且仍然能够确保实施。审查现有的评估方法，框架，模型，和方法对于在低资源环境中开发可行和有效的评估方法至关重要。
方法：发表的文献来自13个电子数据库。纳入标准是2000年至2022年间以英语发布的有关衡量健康科学专业能力的评估方法的文献。与每项研究目标有关的具体数据，它的位置,人口,研究设计,评估方法(包括实施这些方法的结果)，框架，模型，方法从纳入的文献中提取。通过综合定量和定性方法的多步骤过程分析数据。
结果：许多文章来自美国和澳大利亚，报道了评估模型的发展。大多数文章包括本科医学或护理专业的学生。各种各样的模型，理论,和框架被报告并包括理想模型，预测性学习评估模型，合并学生实践评估(ASAP)模型，领导成果评估(LOA)模型，记者-口译员-经理-教育者(RIME)框架，四分之一模型，结合了三级跳远测试四种评估方法的模型，包含批判性思维问题的论文，多站综合实践考试，和多项选择题(TEMM)模型。使用的其他模型和框架包括可委托专业活动框架，评估系统框架，记者-口译员-管理者-教育者(RIME)框架，临床推理框架(嵌入在合并学生实践评估(ASAP)模型中)，厄尔的学习模式,基于拜耳-费策卡拉马祖共识声明的评估框架，布卢姆的分类法，加拿大医学教育专家指导(CanMEDS)框架，研究生医学教育认证委员会(ACGME)框架，德雷福斯发展框架，和米勒的金字塔。
结论：对评估方法的分析，框架，模型，在卫生专业教育中应用的方法和方法为在低资源环境中开发可行和有效的评估方法奠定了基础，这些评估方法将基于能力的教育结合在一起。
背景：本研究不涉及任何临床干预。因此,不需要试用注册。
方法：发表的文献来自13个电子数据库。纳入标准是2000年至2022年间以英语发布的有关衡量健康科学专业能力的评估方法的文献。与每项研究目标有关的具体数据，它的位置,人口,研究设计,评估方法(包括实施这些方法的结果)，框架，模型，方法从纳入的文献中提取。通过综合定量和定性方法的多步骤过程分析数据。
结果：许多文章来自美国和澳大利亚，报道了评估模型的发展。大多数文章包括本科医学或护理专业的学生。各种各样的模型，理论,和框架被报告并包括理想模型，预测性学习评估模型，合并学生实践评估(ASAP)模型，领导成果评估(LOA)模型，记者-口译员-经理-教育者(RIME)框架，四分之一模型，结合了三级跳远测试四种评估方法的模型，包含批判性思维问题的论文，多站综合实践考试，和多项选择题(TEMM)模型。使用的其他模型和框架包括可委托专业活动框架，评估系统框架，记者-口译员-管理者-教育者(RIME)框架，临床推理框架(嵌入在合并学生实践评估(ASAP)模型中)，厄尔的学习模式,基于拜耳-费策卡拉马祖共识声明的评估框架，布卢姆的分类法，加拿大医学教育专家指导(CanMEDS)框架，研究生医学教育认证委员会(ACGME)框架，德雷福斯发展框架，和米勒的金字塔。
结论：对评估方法的分析，框架，模型，在卫生专业教育中应用的方法和方法为在低资源环境中开发可行和有效的评估方法奠定了基础，这些评估方法将基于能力的教育结合在一起。
背景：本研究不涉及任何临床干预。因此,不需要试用注册。
