			Home About us Contact

Regulatory Assessment (regulatory + assessment)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the Leicester Assessment Package

MEDICAL EDUCATION, Issue 7 2000
Robert K McKinley
Objective To evaluate the use of a modified version of the Leicester Assessment Package (LAP) in the formative assessment of the consultation performance of medical students with particular reference to validity, inter-assessor reliability, acceptability, feasibility and educational impact. Design 180 third and fourth year Leicester medical students were directly observed consulting with six general practice patients and independently assessed by a pair of assessors. A total of 70 practice and 16 departmental assessors took part. Performance scores were subjected to generalizability analysis and students' views of the assessment were gathered by questionnaire. Results Four of the five categories of consultation performance (Interviewing and history taking, Patient management, Problem solving and Behaviour and relationship with patients) were assessed in over 99% of consultations and Physical examination was assessed in 94%. Seventy-six percent of assessors reported that the case mix was ,satisfactory' and 20% that it was ,borderline'; 85% of students believed it to have been satisfactory. Generalizability analysis indicates that two independent assessors assessing the performance of students across six consultations would achieve a reliability of 0·94 in making pass or fail decisions. Ninety-eight percent of students perceived that their particular strengths and weaknesses were correctly identified, 99% that they were given specific advice on how to improve their performance and 98% believed that the feedback they had received would have long-term benefit. Conclusions The modified version of the LAP is valid, reliable and feasible in formative assessment of the consultation performance of medical students. Furthermore, almost all students found the process fair and believed it was likely to lead to improvements in their consultation performance. This approach may also be applicable to regulatory assessment as it accurately identifies students at the pass/fail margin. [source]

Regulatory impact assessment and regulatory governance in developing countries,

PUBLIC ADMINISTRATION & DEVELOPMENT, Issue 4 2004
Colin Kirkpatrick
Regulatory impact assessment (RIA) offers the means to improve regulatory decision-making and practice. RIA involves a systematic appraisal of the costs and benefits associated with a proposed new regulation and evaluation of the performance of existing regulations. So far, the adoption of RIA has been confined mainly to OECD countries. The purpose of this article is to assess the contribution that RIA can make to ,better regulation' in developing countries. Results from a survey of a small number of middle-income countries suggest that a number of developing countries apply some form of regulatory assessment, but that the methods adopted are partial in their application and are certainly not systematically applied across government. The article discusses the capacity building requirements for the adoption of RIA in developing countries, in terms of regulatory assessment skills, including data collection methods and public consultation practices. The article also proposes a framework for RIA that can be applied in low and middle-income countries to improve regulatory decision-making and outcomes. Copyright © 2004 John Wiley & Sons, Ltd. [source]

Effectiveness of an enhanced peer assessment program: Introducing education into regulatory assessment

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2006
Elizabeth F. Wenghofer PhD
Abstract Introduction: The College of Physicians and Surgeons of Ontario developed an enhanced peer assessment (EPA), the goal of which was to provide participating physicians educational value by helping them identify specific learning needs and aligning the assessment process with the principles of continuing education and professional development. In this article, we examine the educational value of the EPA and whether physicians will change their practice as a result of the recommendations received during the assessment. Methods: A group of 41 randomly selected physicians (23 general or family practitioners, 7 obstetrician-gynecologists, and 11 general surgeons) agreed to participate in the EPA pilot. Nine experienced peer assessors were trained in the principles of knowledge translation and the use of practice resources (tool kits) and clinical practice guidelines. The EPA was evaluated through the use of a postassessment questionnaire and focus groups. Results: The physicians felt that the EPA was fair and educationally valuable. Most focus group participants indicated that they implemented recommendations made by the assessor and made changes to some aspect of their practice. The physicians' suggestions for improvement included expanding the assessment beyond the current medical record review and interview format (eg, to include multisource feedback), having assessments occur at regular intervals (eg, every 5 to 10 years), and improving the administrative process by which physicians apply for educational credit for EPA activities. Conclusions: The EPA pilot study has demonstrated that providing detailed individualized feedback and optimizing the one-to-one interaction between assessors and physicians is a promising method for changing physician behavior. The college has started the process of aligning all its peer assessments with the principles of continuing professional development outlined in the EPA model. [source]

Review of the validation of models used in Federal Insecticide, Fungicide, and Rodenticide Act Environmental exposure assessments

ENVIRONMENTAL TOXICOLOGY & CHEMISTRY, Issue 8 2002
Russell L. Jmones
Abstract The first activity of the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) Environmental Model Validation Task Force, established to increase confidence in the use of environmental models used in regulatory assessments, was to review the literature information on validation of the pesticide root zone model (PRZM) and the groundwater loading effects of agricultural management systems (GLEAMS). This literature information indicates that these models generally predict the same or greater leaching than observed in actual field measurements, suggesting that these models are suitable for use in regulatory assessments. However, additional validation research conducted using the newest versions of the models would help improve confidence in runoff and leaching predictions because significant revisions have been made in models over the years, few of the literature studies focused on runoff losses, the number of studies having quantitative validation results is minimal, and modelers were aware of the field results in most of the literature studies. Areas for special consideration in conducting model validation research include improving the process for selecting input parameters, developing recommendations for performing calibration simulations, devising appropriate procedures for keeping results of field studies from modelers performing simulations to validate model predictions while providing access for calibration simulations, and developing quantitative statistical procedures for comparing model predictions with experimental results. [source]