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首页> 外文期刊>Medical education >Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the leicester assessment package.
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Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the leicester assessment package.

机译：使用莱斯特评估包的修订版，对医学学生在一般实践中的咨询绩效进行形成性评估。

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OBJECTIVE: To evaluate the use of a modified version of the Leicester Assessment Package (LAP) in the formative assessment of the consultation performance of medical students with particular reference to validity, inter-assessor reliability, acceptability, feasibility and educational impact. DESIGN: 180 third and fourth year Leicester medical students were directly observed consulting with six general practice patients and independently assessed by a pair of assessors. A total of 70 practice and 16 departmental assessors took part. Performance scores were subjected to generalizability analysis and students' views of the assessment were gathered by questionnaire. RESULTS: Four of the five categories of consultation performance (Interviewing and history taking, Patient management, Problem solving and Behaviour and relationship with patients) were assessed in over 99% of consultations and Physical examination was assessed in 94%. Seventy-six percent of assessors reported that the case mix was 'satisfactory' and 20% that it was 'borderline'; 85% of students believed it to have been satisfactory. Generalizability analysis indicates that two independent assessors assessing the performance of students across six consultations would achieve a reliability of 0.94 in making pass or fail decisions. Ninety-eight percent of students perceived that their particular strengths and weaknesses were correctly identified, 99% that they were given specific advice on how to improve their performance and 98% believed that the feedback they had received would have long-term benefit. CONCLUSIONS: The modified version of the LAP is valid, reliable and feasible in formative assessment of the consultation performance of medical students. Furthermore, almost all students found the process fair and believed it was likely to lead to improvements in their consultation performance. This approach may also be applicable to regulatory assessment as it accurately identifies students at the pass/fail margin.
机译：目的：评估莱斯特评估包（LAP）的修改版本在医学学生咨询绩效的形成性评估中的使用，尤其要考虑有效性，评估者之间的可靠性，可接受性，可行性和教育影响。设计：直接观察了180名莱斯特医学院的三年级和四年级学生，并与六名全科患者进行了协商，并由一对评估员进行了独立评估。共有70名实践人员和16名部门评估人员参加。对成绩评分进行概括性分析，并通过问卷调查收集学生对评估的看法。结果：在超过99％的咨询中评估了五种咨询表现类型（访谈和历史记录，患者管理，问题解决，行为以及与患者的关系）中的四个，而体检则为94％。 76％的评估者报告说，该案例组合“令人满意”，而20％的案例是“边界”。 85％的学生认为效果令人满意。概化性分析表明，两个独立的评估人员在六个咨询中评估学生的表现将在做出通过或失败决定时达到0.94的可靠性。 98％的学生认为正确地识别了自己的长处和短处，99％的学生对如何提高自己的表现给出了具体的建议，98％的学生认为所获得的反馈将长期受益。结论：LAP的修改版在医学生咨询绩效的形成性评估中是有效，可靠和可行的。此外，几乎所有学生都认为该过程公平，并相信这可能会导致他们的咨询表现得到改善。这种方法也可能适用于监管评估，因为它可以准确地识别通过/未通过边缘的学生。

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