Table 6 Types of assessment methods, domains assessed, advantages, disadvantages
From: Postgraduate ethics training programs: a systematic scoping review
| Â | Assessment methods | Domains assessed | Advantages | Disadvantages |
|---|---|---|---|---|
May be integrated into one of the methods that follow: | Clinical scenarios | Identification of ethical issues Creation of a plan to navigate the ethical issue Rationalisation of decision with ethical principles, moral values Real-life anecdotes | Application in ‘real life’ scenarios without direct observation | Subject to varied interpretations |
Knows | MCQs | Assessment of learner’s ethical knowledge Comparison of knowledge before and after teaching Clinical scenario-based MCQ | Could be employed as formative and summative assessments Unbiased Trustworthy Less time needed for grading and picks up areas for improvement | Only looks at content knowledge Tough to present clinical situations in a practical, multi-perspective way |
Knows, Knows How | Essays | Assessment of knowledge application through a clinical scenario-based essay | Could be employed as formative and summative assessments | Not able to evaluate holistically |
Knows, Knows How | SAQs | Evaluation of knowledge Allowance of deeper reflections and analysis assessments | Focus on distinct areas Able to identify areas for improvement | Inability to apply knowledge effectively Takes a lot of time for both student and teacher |
Knows How, Shows How | Debates [119] | Includes different stakeholder roles | Offers a relevant clinical context | Focuses upon assessing intermediate/ advanced skills and abilities |
Shows How, Does | May be incorporated as part of an Objective Structured Clinical Examination (OSCE) or evaluation in clinical settings May include a 360-degree evaluation Evaluation of ability to apply content, identification of ethical concerns, ability to analyse and rationalise decisions Individualised feedback from patients and/or simulated patients, tutors and medical professionals | Identifies areas for improvement in clinical/practical settings Identifies biases, lapses in professionalism and deficiencies with techniques Able to provide instant feedback Able to offer productive educational experiences Encourages the learning of knowledge in relevant clinical situations Facilitates longitudinal assessment Reliability amongst inter-raters | Inadequate predictive validity Requires a lot of resources (e.g. time, staff) Subjectivity in simulated patients | |
Not specified | Self-assessment [128] | Portfolios provide a longitudinal perspective Evaluation of ability to apply content, identification of ethical concerns, ability to analyse and rationalise decisions | Allows for reflection Popular amongst users and institutions Accurately assesses competencies and learning Good for self-driven learners Learning is documented Various media input Feedback from various stakeholders improves validity | Tough to establish compliance Training is needed |