TY - JOUR
T1 - Evaluation Apprehension and Impression Management in Clinical Medical Education
AU - McGaghie, William C.
N1 - Publisher Copyright:
© 2018 by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.
PY - 2018/5/1
Y1 - 2018/5/1
N2 - Historically, clinical medical education has relied on subjective evaluations of students and residents to judge their clinical competence. The uncertainty associated with these subjective clinical evaluations has produced evaluation apprehension among learners and attempts to manage one's professional persona (impression management) among peers and supervisors. Such behavior has been documented from antiquity through the Middle Ages to the present, including in two new qualitative studies in this issue of Academic Medicine on the social psychology of clinical medical education. New approaches to medical education, including competency-based education, mastery learning, and assessment methods that unite evaluation and education, are slowly changing the culture of clinical medical education. The author of this Invited Commentary argues that this shift will bring greater transparency and accountability to clinical medical education and gradually reduce evaluation apprehension and the impression management motives it produces.
AB - Historically, clinical medical education has relied on subjective evaluations of students and residents to judge their clinical competence. The uncertainty associated with these subjective clinical evaluations has produced evaluation apprehension among learners and attempts to manage one's professional persona (impression management) among peers and supervisors. Such behavior has been documented from antiquity through the Middle Ages to the present, including in two new qualitative studies in this issue of Academic Medicine on the social psychology of clinical medical education. New approaches to medical education, including competency-based education, mastery learning, and assessment methods that unite evaluation and education, are slowly changing the culture of clinical medical education. The author of this Invited Commentary argues that this shift will bring greater transparency and accountability to clinical medical education and gradually reduce evaluation apprehension and the impression management motives it produces.
UR - http://www.scopus.com/inward/record.url?scp=85053896048&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053896048&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000002143
DO - 10.1097/ACM.0000000000002143
M3 - Review article
C2 - 29369087
AN - SCOPUS:85053896048
VL - 93
SP - 685
EP - 686
JO - Academic Medicine
JF - Academic Medicine
SN - 1040-2446
IS - 5
ER -