Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine

Jeffrey C.L. Looi; Daniel Bonner; Paul A. Maguire; Matthew Brazel; Philip Keightley; Rebecca E. Reay; Michael Tedeschi

doi:10.1177/10398562231153010

Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine

Jeffrey C.L. Looi^*, Daniel Bonner, Paul A. Maguire, Matthew Brazel, Philip Keightley, Rebecca E. Reay, Michael Tedeschi

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

Objective: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.

Original language	English
Pages (from-to)	220-223
Number of pages	4
Journal	Australasian Psychiatry
Volume	31
Issue number	2
DOIs	https://doi.org/10.1177/10398562231153010
Publication status	Published - Apr 2023

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abstract = "Objective: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.",

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AU - Reay, Rebecca E.

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AB - Objective: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.

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Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine

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