What is a clinical evaluator?

External Evaluator Profile

Abstract: The Objective Structured Clinical Examination (OSCE) is a powerful clinical competency evaluation method to improve clinical learning, as well as to establish whether students have reached an acceptable standard of clinical competency to continue advancing in the different stages of their training process. This article will describe the relevant aspects of the planning, development, application and analysis of the ECOE to assess the level of clinical competence of undergraduate and graduate medical students.

The Objective Structured Clinical Examination (OSCE) is a method of evaluating the clinical competence and improve the learning of the same, as well as to establish if the students reached an acceptable standard of clinical competence to continue advancing in the different stages of their formation process. This article will describe the relevant aspects of the planning, development, implementation and analysis of the OSCE to assess the level of clinical competence of medical students undergraduate or graduate students.

What is it to be an evaluator?

A person who participates in all stages of the evaluation process, from the definition of the terms of reference and data collection and analysis to the formulation of recommendations and the implementation of corrective or improvement actions.

What is clinical evaluation?

Clinical assessment is currently understood as a process of collecting and organizing information about a person, in order to achieve a better understanding of him/her and to be able to make some prediction about his/her future behavior (Ladines Flores &Sumba Vega, 2014).

What is required to be an evaluator?

Requirements to be a CONOCER Independent Evaluator

To have the necessary infrastructure to perform the evaluations. Have professional staff trained in each area you wish to evaluate. Provide a transparent and objective service. To have the desired evaluations before CONOCER.

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Role of the assessor

In the psychologist professional practice the clinical assessment is an essential function, since it makes possible to: inquire, set objectives, intervene, make a prognosis and re-evaluate when the goals are achieved. The work presented here seeks to reflect on the complexity of this function, both in its practice and in its teaching in the university field. It is regarded as an integrative function, as it is closely related to the clinician’s other functions: research, prevention, care and training for it is linked to certain cross-issues: ethics, interview skills, self-observation ability, among others.

Clinical assessment is a fundamental function in the psychologist’s practice, since it allows the professional to: inquire, set objectives, intervene, predict and re-evaluate if the objectives were achieved (Lemos, 2012).

In this sense, we agree with Buendía (1999), who affirms that the characteristic of the clinical psychologist is not defined by some or the multiplication of the activities he/she performs. Rather, what defines the specificity of the role of the clinical psychologist is the clinical attitude, i.e., the combination of research, assessment and interaction necessary to understand in psychological terms, human behavior and internal conflicts, and to be able to help the person within a single discipline. In short, the combination of theory, research, assessment methods and applied treatments.

What does a quality assessor do?

Oversees quality control activities. It is sometimes defined as “quality control”. Usually quality or reference models are used, which allow the evaluation process and its results to be standardized and therefore compared.

What is it to be evaluated?

tr. to estimate, appreciate, calculate the value of something.

What are the components of the clinical evaluation?

Components of the clinical evaluation process. Planning of data collection procedures. Collection of assessment data. Data processing and hypothesis formation (image elaboration).

Profile of the assessor

In the psychologist professional practice the clinical assessment is an essential function, since it makes possible to: inquire, set objectives, intervene, make a prognosis and re-evaluate when the goals are achieved. The work presented here seeks to reflect on the complexity of this function, both in its practice and in its teaching in the university field. It is regarded as an integrative function, as it is closely related to the clinician’s other functions: research, prevention, care and training for it is linked to certain cross-issues: ethics, interview skills, self-observation ability, among others.

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Clinical assessment is a fundamental function in the psychologist’s practice, since it allows the professional to: inquire, set objectives, intervene, predict and re-evaluate if the objectives were achieved (Lemos, 2012).

In this sense, we agree with Buendía (1999), who affirms that the characteristic of the clinical psychologist is not defined by some or the multiplication of the activities he/she performs. Rather, what defines the specificity of the role of the clinical psychologist is the clinical attitude, i.e., the combination of research, assessment and interaction necessary to understand in psychological terms, human behavior and internal conflicts, and to be able to help the person within a single discipline. In short, the combination of theory, research, assessment methods and applied treatments.

What is evaluation in the clinical and health area?

Clinical and health psychological assessment seeks the acquisition, by students, of an adequate theoretical knowledge of the conceptual bases of the process and of the techniques and instruments of clinical assessment.

How does the psychologist evaluate the patient?

Psychological evaluation is a procedure by which a specialized psychologist gathers information about the patient through tests and interviews, in order to assess the patient’s functioning and abilities in certain areas and, in turn, to predict how the patient’s behavior will be in the future.

What does a job competency evaluator do?

The evaluation of job competencies is the process by which an evaluator collects evidence of a person’s performance, product and knowledge in order to determine his or her level of competence (basic, intermediate or advanced), to perform a productive function, focusing on the actual performance of the person….

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Evaluador educativo

Baker, L. y Cerro, L. C. (2000). Evaluación de la metacognición en niños y adultos. En G. Schraw y J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 99-145). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln.

Cooper, M. J., Grocutt, E., Deepak, K. y Bailey, E. (2007) Metacognición en anorexia nerviosa y controles sin dieta: Una investigación preliminar. The British Journal of Clinical Psychology, 46, 113-117.

Dunlosky, J., Rawson, K. A. y Middlenton, E. L. (2005). ¿Qué limita la precisión de los juicios de metacomprensión? Probando las hipótesis de la transferencia del seguimiento apropiado y de la accesibilidad. Journal of Memory and Language, 52(4), 551-556.

Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognición, motivación y autorregulación. En A. Efklides, J. Kuhl y R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dordrecht, Países Bajos: Kluwer.

Efklides, A. (2002b). La naturaleza sistémica de las experiencias metacognitivas: Sentimientos, juicios y sus interrelaciones. En M. Izaute, P. Chambres y P.J- Marescaux (Eds.), Metacognición: Process, function, and us (pp. 19-34). Dordrecht, Países Bajos: Kluwer.