How much confidence do the public have in the integrity of doctors? What could the impact of recent ‘cheating’ headlines arising from events at Glasgow University be? If you missed the reports, collusion was uncovered between a handful of students relating to a clinical exam. In response, all 270 final year medical students must now resit the exam. In addition, the accused are facing far more than the wrath of their peers. Disciplinary procedures and fitness to practice investigations are underway.
No doubt there will be considerable review of these events within the academic institutions. Lessons will be learned by medical schools and students alike.
But what, if any, relevance can this have for doctors who sit outwith the formal teaching environment?
Good Medical Practice states the responsibilities of all doctors in relation to the development of others. Here are a couple of reminders:
- 39: You should be prepared to contribute to teaching and training doctors and students.
- 7: You must be competent in all aspects of your work, including management, research and teaching.
‘Assessment’, in all guises, is an essential element of the teaching process. It is therefore a regular focal point during our Teach the Teacher Course for Doctors. Why do we need assessment in the first place? What are the impacts? How to do it well?
- The benefits, when conducted well, include identifying the gaps and focusing attention. There’s also the impact of fostering confidence in the safety to practice and to progress to the next level. Its worth noting that these apply to both tutor and learner.
- A lack of any assessment can result in misplaced confidence, lack of awareness or lack of direction. Again, these apply to both teacher and student. At worst, misplaced confidence and even avoidance in its many forms can start to grow.
- Problems also arise from poorly set up or poorly conducted assessment: stress; focus on passing ‘the exam’ rather than genuine growth and, yes, even cheating.
Are mutually beneficial assessments possible?
Assessment works best when a trusting relationship exists between teacher and learner. Though both have responsibilities, it is often the teacher who has more impact on shaping the culture. There are many questions to consider, for example:
- Am I assessing facts and theory; application of protocol or dexterity with technique; attitude and behaviour, or some combination of these?
- Will I focus upon checking capability at one isolated event, by one method? Or are there benefits from a broader approach?
- If the learner can demonstrate performance today, will they be able to achieve the same standard tomorrow? What about next week and next month?
- How will performance vary in a different environment with a different team, different equipment, different patient – even with a different assessor?
- What are the consequences of the learner falling short and how will I share this information with them?
It is possible to informally assess on an ad-hoc basis. The best teachers, however, are considering their approach from the moment they are clarifying their learner’s objectives.
What steps are you taking to ensure productive assessment in your teaching practices?
