Could COVID-19 be our 'There is no alternative' (TINA) opportunity to enhance assessment?
Could COVID-19 be our 'There is no alternative' (TINA) opportunity to enhance assessment?
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DOI：
10.1080/0142159x.2020.1779206
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发表时间：
2020-06-18
期刊：
影响因子：
4.7
通讯作者：
Roberts, Trudie
中科院分区：
文献类型：
--
作者：
Fuller, Richard;Joynes, Viktoria;Roberts, Trudie
COVID-19疫情造成的全球混乱影响了社会的各个领域。从幼儿园到持续专业发展，教育在各个层面都受到了影响，因为机构科普关闭、社交距离以及如何继续教学的挑战性决定。学校教育和大学水平的评估受到的影响尤其严重，英国发生了重大变化，导致高中、大学预科全国测试、毕业评估、和专业考试（英国政府，教育部2020）。在卫生专业教育（HPE）中，这种中断特别复杂，因为许多学习者和教师除了他们的教学角色外，还在临床实践中担任医疗保健从业者的双重角色。在本科阶段，校园环境中的教学和评估受到了影响，许多教师预计将返回只关注临床实践，其他人预计将迅速重新设计方案和课程。在研究生培训中，与导师的类似问题也导致许多工作场所和国家考试受到相当大的干扰。这些变化对我们既定的评估方法有何影响？社交距离的要求意味着我们大多数传统的测试方式（知识测试的考试霍尔斯，实用技能的客观结构化临床考试（OSCE））不再适用于大型人群。对于临床表现评估，如欧安组织，进一步复杂的因素包括难以招募检查员（主要是临床医生，只专注于临床活动），以及明确的安全问题，特别是在使用患者志愿者的情况下。虽然基于工作场所的评估（WBA）可以被认为是一种替代形式，特别是在研究生评估中，但临床医生及其主管在临床工作量显著增加时可能很难参与其中。作为审查COVID-19对HPE（2020年欧洲医学教育协会）影响的更广泛系列的一部分，本文重点关注在前所未有的全球危机时期评估中的一些关键问题。什么
The global disruption caused by the COVID-19 pandemic has impacted every sector in society. Education has been affected at all levels, from kindergarten to Continuing Professional Development, as institutions cope with closure, social distancing, and challenging decisions about how to continue teaching.Assessments at school education and University levels have been particularly impacted, with the UK seeing major changes resulting in abrupt cancellations of high school, pre-University national testing, graduating assessments, and professional examinations (UK Government, Department for Education 2020). Within health professions education (HPE), this disruption has been particularly complex as many learners and faculty occupy dual roles as healthcare practitioners in clinical practice in addition to their teaching and learning roles. At the undergraduate level, teaching and assessment in campus settings have been affected with many faculty members being expected to return to focus only on clinical practice, with others being expected to rapidly redesign programmes and courses. In postgraduate training, similar issues with supervisors have also led to considerable disruption in many workplaces and national examinations. What has been the impact of these changes on our established approaches to assessment? Social distancing requirements mean that most of our traditional ways of testing (exam halls for knowledge tests, Objective Structured Clinical Examinations (OSCEs) for practical skills) are no longer feasible or appropriate for large cohorts. For clinical performance assessments, such as the OSCE, further complicating factors include difficulties in recruiting examiners (who are predominantly clinicians and focused solely on clinical activity), as well as clear safety issues, particularly where patient volunteers are used. Whilst workplace-based assessments (WBA) may be considered as an alternative format, particularly in postgraduate assessment, clinicians and their supervisors may struggle to engage with this at times of significantly increased clinical workload. As part of a wider series reviewing the impact of COVID-19 in HPE (Association of Medical Education in Europe 2020), this paper focuses on some critical questions in assessment at a time of unprecedented global crisis. What