Derek Louey

Relevance is the: Articulation of competence Logic of clinical reasoning Connections of teaching & learning Evidence chain of assessment Binding of clinical teams Beacon for professional development & expertise

Describing assessment as high and low stakes, or summative and formative only describes the nature of the decision. It doesn't tell us anything about the desired performance construct or the construct-relevance of the evidence upon which we infer it.

The assessment purpose dictates the relevance of the evidence that is required and the decisions taken. A developmental purpose has wide scope whereas a normative or regulatory purpose has a narrower scope.

Effective feedback is the shared exploration of where a learner is now, where they could go next, and what may help them get there. It recognises that people interpret feedback through their knowledge, experiences, emotions, identity, motivations, and the perspectives of others.

If a programmatic assessment model was applied to clinical medicine we would give a dozen clinicians five minutes each to assess a patient then get another dozen to review their records to create an assessment and management plan.

Is simulation based education necessary if a learner has an active and fertile imagination? Is it any more effective if the learner is passive and not engaged? #visualisation #reflection #deliberatepractice #imagination #elaboration #embodiedcognition

Meaningless research

Our current lack of understanding of the complex nature of clinical practice prevents any logical approach to understanding what is relevant for teaching, learning, and assessing competence. #blueprinting #curriculum #programmaticassessment #validityargument #validoutcome

Epistemic agility is considered a desirable quality in the modern expert clinician. But I wonder how many HPE researchers can move fluently between all the research paradigms? #quantitative #qualitative #positivism #constructivism #interpretivism #critical

We should distinguish an expert in assessment processes from an expert in designing and interpreting assessment tasks. The latter has to posses a framework that enables them to identify relevant outcomes and the relevant cognition that leads to the production of those outcomes.

Bridging the epistemic gap We need to effectively 1) translate the knowledge gained in HPE scholarship into policies, practices, and pedagogies 2) Make visible the voices of alternative narratives within dominant discourses #AMEE2025

'Using a toilet doesn't make you a plumber' The fallacy that being a consumer makes you a professional or that since you were educated it makes you an educator. Final plenary #AMEE2025

CPD systems are geared towards measuring and documenting ACTIVITIES for PUBLIC ACCOUNTABILITY. But current systems are not effective for measuring or documenting the PERSONAL LEARNING that has occurred #AMEE2025