The Fieldwork Evaluation was designed to measure the performance judgment and attitude of occupational therapy students on tasks related to the profession. This article discusses the history and reliability of the Fieldwork Evaluation. (JOW)

Practice write-ups--descriptions of their clinical experiences--enable nursing students to demonstrate competence in core skills and to develop the ability to reflect on practice. As assessment instruments, they provide individualized and meaningful feedback. (SK)

Examines the common problems with clinical conferences and suggests approaches to maximize student learning. Suggests that an effective clinical conference has three characteristics: (1) it is a group event; (2) it contributes to the achievement of course and clinical objectives; and (3) it provides a setting for students to explore personal…

Problems in the use of one-time external examiners to assess nursing students in clinical practice include overemphasis on individuals, lack of criterion referencing, input of clinical staff, halo effect, and cost. Continuous assessment, appropriately recorded, may be more satisfactory. (SK)

Explores the origins of clinical competence assessment in nursing education and reviews two British research projects. Finds little evidence of systematic approaches to competence assessment and no evidence of instrument reliability and validity. Expresses concern that it poses a barrier to the education of nurses. (SK)

Describes process used with one nursing student who was failing the clinical component of her surgical nursing course. Discusses the method used to evaluate the student, the effect on other students in the clinic, and the legal ramifications. (JOW)

Proposes a grading system for nursing education, consisting of (1) a within-class component, based on mastery testing and criterion-referenced assessment to develop academic knowledge and clinical skills; and (2) a between-class component, based on norm-referenced assessment to provide a statistically sound class ranking. (SK)

Teacher evaluation is required before, during, and immediately after preservice education to insure a high level of teacher accountability. Personal motivation must be understood before one chooses the profession. Admission criteria to teacher preparation programs must be strengthened so that only proper candidates are selected. Professional…

Although medical education currently emphasizes problem solving skills, recent evidence from psychological studies of clinical reasoning suggests that medical expertise is characterized by the gradual accumulation of experience in memory. This results in an ability to perceive, organize, and recall the extensive information given by the patient.…

The history, status, problems, and prospects of postgraduate medical training for primary care practice in the United Kingdom are reviewed in order to provide insight for American medical educators. The British emphasis on hospital-based training is questioned, but is seen as less of a problem for Americans. (Author/JMD)

A literature review reveals differing conceptions of the learning outcomes achieved through practicums (workplace learning) in professional education. Five distinct approaches to student assessment are examined. Integration of the practicum with the instructional program provides opportunities for students to bring together a range of knowledge…

The first paper presented at this conference on the evaluation and effective teaching of nursing students discusses the theoretical perspective on evaluation--that is, steps in writing and validating tests. A worksheet on multiple choice item types, with examples appropriate for nursing education, is included. The second paper discusses the…

The assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields). Presently, assessment in professional education relies almost exclusively on written or oral testing of a predetermined set of cognitive and analytical skills. This is followed by…

The best way to determine the scope of the clinical education of medical students is to define competencies expected of newly graduated physicians (exit objectives). These objectives ensure that the scope of education includes the content, teaching/learning methods, and evaluation techniques that will result in a competent, professional product.…