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Clinical oral examinations: assessment of competence in radiation therapy

Published online by Cambridge University Press:  01 September 2009

Michelle Leech ,
A. Craig ,
C. Poole ,
M. Broderick ,
S. Ni Chuinneagain ,
M. Coffey  and
J. Byrne
Michelle Leech*
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
A. Craig
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
C. Poole
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
M. Broderick
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
S. Ni Chuinneagain
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
M. Coffey
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
J. Byrne
Affiliation:
Division of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland
*
Correspondence to: Michelle Leech, Division of Radiation Therapy, School of Medicine, Trinity Centre for Health Sciences, St. James’s Hospital Campus, Dublin 8, Ireland. E-mail: Michelle.Leech@tcd.ie
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Abstract

Matching assessment strategies to learning outcomes in radiation therapy education is of the utmost importance. Assessing clinical competence requires that ‘competence’ be clearly defined prior to the start of any clinical programme. In this article, we report on our experience in using clinical oral examinations in assessing competence in second year undergraduate radiation therapy students. The shortcomings of clinical oral examinations such as ‘leaking’ of the agenda are addressed and more positive attributes, such as increased collaboration between academic and clinical radiation therapists are discussed.

Keywords

Radiation therapist educationclinical competence assessment

Information

Type
Original Article
Information
Journal of Radiotherapy in Practice , Volume 8 , Issue 3 , September 2009 , pp. 115 - 118
Copyright
Copyright © Cambridge University Press 2009

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