title: Clinical skills assessment.
abstract: BACKGROUND
  From September 1996, all GP registrars completing vocational training in the United Kingdom must demonstrate competence by means of a four-part assessment procedure.
  
  
  OBJECTIVE
  To look at the accuracy of one of the components of vocational training: the trainer's report.
  
  
  METHODS
  Seventy-five registrars completing their general practice training at the end of July 1997 were invited to take part in a practical skills workshop. Eight stations were designed to test practical skills and diagnostic interpretations that were included in the trainer's report, and a clinical vignette accompanied each task. The marking schedule used was developed from the minimum standards required in the trainer's report. Twenty-nine registrars (38%) took part in the workshop.
  
  
  RESULTS
  Only one registrar passed all eight stations. The maximum number of stations failed by any one individual was five and this doctor was the only one of the sample to ultimately fail summative assessment. The majority of registrars failed by being unable to interpret clinical findings. Twenty-five registrars (86%) responded to the follow-up questionnaire. Of these, only six felt that the stations were unrealistic. All but two registrars had spent at least six months in their hospital training doing obstetrics and gynaecology but, in spite of this, only 31% of registrars were above minimum competence for vaginal and speculum examination.
  
  
  CONCLUSIONS
  With one exception, registrars passed all aspects of the trainer's report. Discrepancy was found between the trainer's report and the doctor's ability to carry out clinical procedures. There is an assumption that many of these clinical skills are being taught and assessed at undergraduate level and during the hospital component, but this cannot be taken for granted. Doubt must also be cast on whether the trainers are using the trainer's report appropriately, and whether this is a valid and reliable tool to identify skills deficient in registrars for summative assessment.
authors.affiliation: Department of Postgraduate Medical Education, Glasgow.
authors.forename: M H
authors.initials: MH
authors.lastname: Kelly
authors.forename: L M
authors.initials: LM
authors.lastname: Campbell
authors.forename: T S
authors.initials: TS
authors.lastname: Murray
mesh_terms: D002983:Clinical Competence; D004503:Education, Medical, Graduate; D004521:Educational Measurement; D010821:Physicians, Family / Q000592:standards*; D006113:United Kingdom