Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference
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Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference. / Amin, Zubair; Boulet, John R; Cook, David A; Ellaway, Rachel; Fahal, Ahmad; Kneebone, Roger; Maley, Moira; Ostergaard, Doris; Ponnamperuma, Gominda; Wearn, Andy; Ziv, Amitai.
In: Medical Teacher, Vol. 33, No. 5, 01.01.2011, p. 364-9.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference
AU - Amin, Zubair
AU - Boulet, John R
AU - Cook, David A
AU - Ellaway, Rachel
AU - Fahal, Ahmad
AU - Kneebone, Roger
AU - Maley, Moira
AU - Ostergaard, Doris
AU - Ponnamperuma, Gominda
AU - Wearn, Andy
AU - Ziv, Amitai
PY - 2011/1/1
Y1 - 2011/1/1
N2 - The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices. This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across health professional education. Recommendations include adhering to principles of good assessment, the need for developing coherent institutional policy, using technologies to broaden the competencies to be assessed, linking patient-outcome data to assessment of practitioner performance, and capitalizing on technologies for the management of the entire life-cycle of assessment.
AB - The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices. This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across health professional education. Recommendations include adhering to principles of good assessment, the need for developing coherent institutional policy, using technologies to broaden the competencies to be assessed, linking patient-outcome data to assessment of practitioner performance, and capitalizing on technologies for the management of the entire life-cycle of assessment.
U2 - http://dx.doi.org/10.3109/0142159X.2011.565832
DO - http://dx.doi.org/10.3109/0142159X.2011.565832
M3 - Journal article
VL - 33
SP - 364
EP - 369
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
IS - 5
ER -
ID: 40206020