Abstracts
Abstract
Assessment drives learning. However, when it comes to high-stakes examinations (e.g., for licensure or certification), these assessments of learning may be seen as unnecessary hurdles by some. Licensing clinical skills assessment in particular have come under fire over the years. Recently, assessments such as the Medical Council of Canada Qualifying Examination Part II, a clinical skills objective structured clinical examination, have been permanently cancelled. The authors explore potential consequences of this cancellation including those that are inadvertent and undesirable. Future next steps for clinical skills assessment are explored.
Résumé
L’évaluation est le moteur de l’apprentissage. Cependant, lorsqu’il s’agit d’examens à enjeux élevés (par exemple, pour l’obtention du titre de licencié ou la certification), ces évaluations de l’apprentissage peuvent être perçues comme inutiles par certains. L’évaluation des compétences cliniques pour l’obtention du titre de licencié, en particulier, a été critiquée au fil des ans. Récemment, des évaluations comme l’examen d’aptitude du Conseil médical du Canada, partie II, un examen clinique objectif structuré permettant d’évaluer les compétences cliniques, ont été définitivement retirées. Les auteurs explorent les conséquences potentielles de l’annulation de ces évaluations incluant celles non intentionnelles et indésirables, ainsi que des perspectives sur l’évaluation des habiletés cliniques.
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