Table 1 Relevant items from the quality assurance questionnaire
From: Programmatic assessment of competency-based workplace learning: when theory meets practice
General course information (five-point Likert scale: 1 = fully disagree, 5 = fully agree) | Mean | SD | N | |
|---|---|---|---|---|
1 | My teachers take the initiative to evaluate my performance. | 2.82 | 1.01 | 188 |
2 | My teachers take the initiative to evaluate difficult situations in which I have been involved. | 3.18 | 1.01 | 165 |
3 | My teachers occasionally observe me when taking a history. | 2.96 | 1.01 | 159 |
4 | My teachers assess not only my veterinary expertise but also other competencies such as teamwork, organisational skills, and professional behaviour. | 3.35 | 1.03 | 183 |
5 | My teachers give regular feedback on my strengths and weaknesses. | 3.42 | 0.91 | 183 |
6 | It is useful to use a portfolio. | 3.31 | 0.98 | 162 |
7 | The portfolio gives me insight into my development as a professional. | 3.02 | 0.95 | 161 |
8 | The assessments in my portfolio are based on direct observation. | 3.14 | 1.04 | 160 |
9 | The information in my portfolio is based on observations of multiple tasks by multiple observers. | 3.19 | 1.00 | 160 |
10 | The mini-CEX-form allows me to document useful information. | 3.45 | 0.59 | 60 |
11 | The mini-CEX-form is easy to use. | 3.08 | 0.95 | 61 |
12 | At the start of a clinical rotation, arrangements are made about when to use a mini-CEX form for a direct observation. | 2.21 | 0.89 | 61 |
13 | I take the initiative for a mini-CEX. | 4.24 | 0.63 | 59 |
14 | Mini-CEXs enable me to identify my strengths and weaknesses. | 3.56 | 0.63 | 57 |
15 | It is easy for me to ask a clinical teacher to do a mini-CEX. | 2.95 | 0.89 | 58 |