Abstract

PINILLA-ROA, Análida Elizabeth. Skills assessment in health. rev.fac.med. [online]. 2013, vol.61, n.1, pp.53-70. ISSN 0120-0011.

Background. The training of health professionals is involved in teaching-learning- evaluation processes that depend of the pedagogical model and the epistemological approach of the teacher. Objectives. To present the evolution of assessment of learning to reach a comprehensive assessment of professional competences with constructivist pedagogical approach. Linking the generations of the evaluation with the development and evaluation of professional competencies in health. Material and methods. Systematic search of published literature in Spanish and English on the databases Eric, Medline, Redalyc, SciELO, Universidad Nacional de Colombia, reference centers, and books by keywords assessment, performance assessment, professional competences, learning, and higher education. Results. Aspects to evaluate a student are: what (general and specific competences), how (methods and instruments), with direct systematic assessment (observation of performance with the patient) and indirect (oral and written tests) and unsystematic, when (assessment: diagnostic, formative and summative) and why (purpose). Miller's pyramid illustrates how to do a holistic assessment of the student, including an authentic assessment of performance with indicators of evidences the level of development of professional competences that integrated knowledge, skills and attitudes at the service of the patient and the community; in others words not only assessing the learning of knowledge but its application to problems in generating particular, relevant and original solutions. Conclusion. Rethinks evaluation as axis strengthens teaching-learning processes of the student who with the professor arranges and negotiates the actions to improve his performance.

Keywords : competency-based education; professional education; assessment; self-assessment; learning, health sciences.

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