ASSESSMENT CONCEPT OF CLINICAL TEACHING

(WORKPLACE-BASED ASSESSMENT)
Gandes Retno Rahayu
Department of Medical Education
Faculty of Medicine
Universitas Gadjah Mada
 NINE
PRINCIPLES
 1
Clear
Tests what should be assessed
Competencies rather than what is easy to
to be assess

assessed
S
K
D
I
 2 = Self-awareness
1 = Noble
and personal
Professionalism
development

3 = Effective 4 = Management of
Communication Information

5 = Basic Medical
6 = Clinical skills
Science

7 = Management of
Health Problems
 2 Case-
based
Discuss
DOPs

Clinical Practical
knowledge skills

Use various Interpersonal Integrated

methods skills and

judgement
Patient
Management

o MiniCEx
360
 M1 M2 M3 M4
C1
C2
C3
C4
C5
 Area of Various Assessment Methods Used
Competency
CBD Tutor OSCE Progress 360O Case MiniCEx DOPs OSLER Oral UKMPPD
Rating Test reflection

1 ++ +++ +++ ++ +++ +++ +++ + +++

2 ++ ++ ++ +++
3 ++ +++ +++ +++ +++ +++ +++ +++
4 + +++ + +

5 + +++ + +++ + + ++ ++ ++ ++ +++

6 +++ +++ +++ +++ +++ +++

7 +++ +++ +++ +++ +++ +++ +++ +++ +++ ++ +++

Seven Areas of Indonesia Medical Doctor Competency

1 = Noble Professionalism
Matrix of
2 = Self-awareness and personal development
3 = Effective Communication
4 = Management of Information
Overall
5 = Basic Medical Science
6 = Clinical skills
7 = Management of Health Problems
Alignment
 M1 M2 M3 M4
C1
C2
C3
C4
C5

Several times
 M1 M2 M3 M4
C1
C2
C3
C4
C5

Distribute along the rotation period

 3
Direct
Observation
 Level of competency
Acute vs chronic
Emergency vs non emergency

4 Iinfection vs Non infection

etcl

Various cases
and contexts
 5
Several
Examiners/As
sessors
Adequate training
 6 Assessment of learning
Feedback
vs
Assessment for learning
 Learning effects
of assessment
quality of learning
regulation of learning
allocation, quantity and distribution of effort
choice of resources
choice of content
monitoring & adjustment strategies
persistence with learning

Mechanism
factors

impact appraisal
impact likelihood & impact magnitude
response appraisal
response efficacy, response costs & response value
perceived agency
Cilliers Model
interpersonal factors (Cillier, et Al., 2011)
normative beliefs & motivation to comply
 LEARNING EFFECT
FEEDBACK IN STUDENTS FOLLOW ACTION OF FEEDBACK IN
MINI-CEX INTERNAL -UP MINI-CEX
PROCESS
- Increased self-
- Feedback - Stimulate self-
efficacy
content reflection NO - Improved attitude
- The way of - Stimulate ACTION - Increased
providing positive
STUDENTS knowledge
feedback emotional
EXTERNAL - Increased clinical
response
PROCESS skill
- Increased
motivation Consequences

(Sulistyawati et al, 2015)

 7
Interprete the
evidences
adequately
Wighting
Passing Criteria
Minimum passing
grade
 8
Remediation
for failed
students
Assignment
Repetition (part or whole)
 9 Validity Reliability

Transparency Fairness

Quality Comparability Reflection

Assurance Educational
Impact
Acceptability

Feasibility