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“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions
While subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefa...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7718349/ https://www.ncbi.nlm.nih.gov/pubmed/32930984 http://dx.doi.org/10.1007/s40037-020-00616-x |
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author | van Enk, Anneke ten Cate, Olle |
author_facet | van Enk, Anneke ten Cate, Olle |
author_sort | van Enk, Anneke |
collection | PubMed |
description | While subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts—like the forms, standards, and policies brought in under competency-based medical education, for example—to support accountability and fairness. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form. What is needed is a nuanced approach to the incorporation of judgment in assessment such that it is neither in danger of being suppressed by an overly rigorous insistence on documentation nor uncritically sanctioned by the defense that it resides in a black box and that we must simply trust the expertise of assessors. The concept of entrustment represents an attempt to effect such a balance within current competency frameworks by surfacing judgments about the degree of supervision learners need to care safely for patients. While there is relatively little published data about its implementation as yet, one readily manifest variation in the uptake of entrustment relates to the distinction between ad hoc and summative forms. The ways in which these forms are languaged, together with their intended purposes and guidelines for their use, point to directions for more focused empirical inquiry that can inform current and future uptake of entrustment in competency-based medical education and the responsible and meaningful inclusion of judgment in assessment more generally. |
format | Online Article Text |
id | pubmed-7718349 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-77183492020-12-07 “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions van Enk, Anneke ten Cate, Olle Perspect Med Educ Eye-Opener While subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts—like the forms, standards, and policies brought in under competency-based medical education, for example—to support accountability and fairness. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form. What is needed is a nuanced approach to the incorporation of judgment in assessment such that it is neither in danger of being suppressed by an overly rigorous insistence on documentation nor uncritically sanctioned by the defense that it resides in a black box and that we must simply trust the expertise of assessors. The concept of entrustment represents an attempt to effect such a balance within current competency frameworks by surfacing judgments about the degree of supervision learners need to care safely for patients. While there is relatively little published data about its implementation as yet, one readily manifest variation in the uptake of entrustment relates to the distinction between ad hoc and summative forms. The ways in which these forms are languaged, together with their intended purposes and guidelines for their use, point to directions for more focused empirical inquiry that can inform current and future uptake of entrustment in competency-based medical education and the responsible and meaningful inclusion of judgment in assessment more generally. Bohn Stafleu van Loghum 2020-09-15 2020-12 /pmc/articles/PMC7718349/ /pubmed/32930984 http://dx.doi.org/10.1007/s40037-020-00616-x Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Eye-Opener van Enk, Anneke ten Cate, Olle “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title | “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title_full | “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title_fullStr | “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title_full_unstemmed | “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title_short | “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
title_sort | “languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions |
topic | Eye-Opener |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7718349/ https://www.ncbi.nlm.nih.gov/pubmed/32930984 http://dx.doi.org/10.1007/s40037-020-00616-x |
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