title: In-training assessment in postgraduate training for general practice.
abstract: Assessment within general practice training curricula is necessary to both guide learning and to make certification decisions about competence to practise without supervision in the community, but there is a risk that the two roles could become confused. This paper proposes a conceptual framework that explains the relationship between formative assessment, in-training assessment and end-point assessment, as adopted by the Royal Australian College of General Practitioners Training Programme. The literature is reviewed to suggest assessment formats that could provide a means of making decisions about progress through training without harming the important role of providing feed-back to guide learners.
authors.affiliation: Royal Australian College of General Practitioners, South Melbourne, Victoria, Australia.
authors.forename: R
authors.initials: R
authors.lastname: Hays
authors.forename: R
authors.initials: R
authors.lastname: Wellard
mesh_terms: D001315:Australia; D002321:Career Choice; D004503:Education, Medical, Graduate; D004521:Educational Measurement; D005194:Family Practice / Q000193:education*; D007858:Learning