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Corpus linguistics and health communication:using corpora to examine the representation of health and illness
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Operation Heron – Latent topic changes in an abusive letter series
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“Everyone happy with what their role is?”: A pragmalinguistic evaluation of leadership practices in emergency medicine training
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Assessing health professionals’ communication through role-play:An interactional analysis of simulated versus actual general practice consultations
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Assessing health professionals’ communication through role-play: An interactional analysis of simulated versus actual general practice consultations
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Assessing health professionals' communication through role-play: an interactional analysis of simulated versus actual GP consultations
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Sociolinguistic factors affecting performance in the Clinical Skills Assessment of the MRCGP: a mixed-methods approach
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Sociolinguistic factors affecting performance in the Clinical Skills Assessment of the MRCGP: a mixed-methods approach
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Sociolinguistic factors affecting performance in the Clinical Skills Assessment of the MRCGP: a mixed methods approach
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Performance features in clinical skills assessment: Linguistic and cultural factors in the Membership of the Royal College of General Practitioners examination
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Abstract:
This book is based on research looking at performance in clinical skills assessment from a linguistic and cultural perspective, with a view to understanding why there are such differential pass rates and giving suggestions on how this issue can be tackled. It is both a research report and a guide to the sociolinguistic methodology used. While the findings are based on a research project in partnership with the Royal College of General Practitioners, they are applicable to many other medical settings where standardised examinations of simulated consultations are used. More widely, this research addresses a central paradox in institutional life – how to balance validity in assessments and be fair to a diverse group of candidates in an increasingly diverse society, while maintaining reliability with standardised and universal marking criteria. It has been widely acknowledged that candidates from overseas fair less well in such examinations. A close look at the interactions which make up these simulated consultations shows that there are complex and subtle differences between passing and failing candidates which cannot be explained simply as ‘language’ and ‘cultural’ differences and put in a box separate from issues of fairness. These structured examinations, unintentionally, contribute to the weight of the assessment on overseas candidates, particularly in how interpersonal effectiveness is judged both explicitly and implicitly. The research has identified a range of successful candidate strategies which form the basis of a set of e–learning materials to be published by the RCGP. It also suggests that aspects of the exam, notably the more subjective features of interpersonal skills, are not best assessed in highly structured exams. This area needs to be better defined, using a new analytic language, to debate how and where it could be most effectively and fairly assessed.
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URL: http://eprints.nottingham.ac.uk/29497/
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