dc.contributor.author | Sims, Danica | |
dc.date.accessioned | 2023-04-17T09:02:45Z | |
dc.date.available | 2023-04-17T09:02:45Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Sims, D. (2022). Clinician educators’ conceptions of assessment in medical education. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10197-5 | en_US |
dc.identifier.issn | 1573-1677 | |
dc.identifier.uri | https://doi.org/10.1007/s10459-022-10197-5 | |
dc.identifier.uri | http://hdl.handle.net/10566/8814 | |
dc.description.abstract | In 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.language.iso | en | en_US |
dc.publisher | Springer | en_US |
dc.subject | Clerkship | en_US |
dc.subject | Clinician educator | en_US |
dc.subject | Phenomenography | en_US |
dc.subject | Public health | en_US |
dc.subject | Teaching and Learning | en_US |
dc.title | Clinician educators’ conceptions of assessment in medical education | en_US |
dc.type | Article | en_US |