Table 1 Differentiation of Various Types of Observational Assessment Tools
From: Comparison of a dichotomous versus trichotomous checklist for neonatal intubation
Type of Tool | Subtype (if applicable) | Description | Rating Scale Utilized | Potential Uses, Benefits, and Challenges |
|---|---|---|---|---|
Procedural Skills Checklists [14] | Dichotomous | Utilizes discrete observable actions to objectively rate performance | Binary options (yes/ no) for rating whether each specific action was performed using correct technique | • Useful in procedural preparedness • Ensures all actions are performed using appropriate sequence and technique • Limited subjectivity, as ratings are based upon observable actions • Valuable for summative assessment |
Trichotomous | Utilizes discrete observable actions to objectively rate performance | Three options for rating whether each specific action was performed 1) correctly (full credit), 2) required alteration in technique (partial credit), or 3) not performed/ performed incorrectly (no credit) | • Useful in procedural preparedness • Ensures all actions are performed using appropriate sequence and technique • Limited subjectivity, as ratings are based upon observable actions • Additional rating options present opportunity for formative feedback | |
Global Skills Assessment (GSA) [11] | N/A | Utilizes rater’s general impression of learner’s procedural performance | Behaviorally-anchored rating scale (ex., ranging from “novice” to “expert” performance) | • Assessment of entire procedural skill (clinical or simulated) • Less granular feedback than with checklist • Often valuable in assessing expert performance |
Entrustable Professional Activities Assessment (EPA) [12, 13] | N/A | Utilizes rater’s general impression of learner’s performance to judge the level of clinical autonomy which should be permitted | Anchored rating scale describing degree of entrustment in various clinical procedural situations (ex., ranging from observing only to supervising procedural training of junior learners) | • Assessment of entire procedural skill (clinical or simulated) • No granular feedback unless combined with another tool • Useful in graduate medical education to inform entrustment decisions and to provide summative assessments |