Clinician educators’ conceptions of assessment in medical education

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dc.contributor.authorSims, Danica
dc.date.accessioned2023-04-17T09:02:45Z
dc.date.available2023-04-17T09:02:45Z
dc.date.issued2022
dc.description.abstractIn pursuing assessment excellence, clinician-educators who design and implement assessment are pivotal. The influence of their assessment practice in university-run licensure exams on student learning has direct implications for future patient care. While teaching practice has been shown to parallel conceptions of teaching, we know too little about conceptions of assessment in medical education to know if this is the case for assessment practice and conceptions of assessment. To explore clinician-educators’ conceptions of assessment, a phenomenographic study was undertaken. Phenomenography explores conceptions, the qualitatively different ways of understanding a phenomenon. Data analysis identifies a range of hierarchically inclusive categories of understanding, from simple to more complex, and the dimensions that distinguish each category or conception. Thirtyone clerkship convenors in three diverse Southern settings were interviewed in three cycles of iterative data collection and analysis.en_US
dc.identifier.citationSims, D. (2022). Clinician educators’ conceptions of assessment in medical education. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10197-5en_US
dc.identifier.issn1573-1677
dc.identifier.urihttps://doi.org/10.1007/s10459-022-10197-5
dc.identifier.urihttp://hdl.handle.net/10566/8814
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.subjectClerkshipen_US
dc.subjectClinician educatoren_US
dc.subjectPhenomenographyen_US
dc.subjectPublic healthen_US
dc.subjectTeaching and Learningen_US
dc.titleClinician educators’ conceptions of assessment in medical educationen_US
dc.typeArticleen_US

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