Professional Experience Placement

This article by Lake and Hamdorf (2004) is part of series originally aimed at junior medical doctors. Over the last few weeks  I have blogged other articles about issues that pertain to clinical supervision that are universal to emerging health professionals. This teaching tip about determining competence remains relevant for learning and teaching in any simulation or work integrated learning environment. These authors ask the reader to consider the skills they expect their learner to perform independently or under direct supervision. It also indicates it is important to elicit what previous experience students have. The recent introduction of the modified Bondy scale into the UTAS PEP portfolio booklets enables preceptors professional experience or clinical supervisors to assess student competence.  However, determining competence requires a framework to enable assessment.

Lake and Hamdorf (2004) discuss four stages that move from ‘knowing’ or awareness through to ‘doing’ or performance. This includes the capability of being able to cope with a variety of situations in addition to the skill being undertaken. The authors describe methods of assessment. They mention the use of objective structured clinical examination, simulated, virtual and real world settings. The authors acknowledge that competence does not guarantee good performance.

Lake and Hamdorf (2004) encourage supervisors to consider thinking about assessable moments; gathering information from multiple sources and asking learners to reflect on their progress; and providing feedback to the learners. Additionally the supervisor may ask students to undertake the activity with supervision that may enable assessment of performance to determine competence.

If you have any comments about how to determine performance or competence you are welcome to post them here or join me on Twitter @PEPCommunity.