Biomedical Engineering Reference
In-Depth Information
likely provide a more focused and accurate assessment than
the reactions of the trainees. Third, the use of trainee
reactions raises the possibility of documented negative
judgments. For instance, suppose the trainee reaction form
uses a question such as “What can be done to improve this
training module (or training event).” What shall be the
corrective action of the trainer to negative judgments?
A regulator may come across these documents during an
audit, and can rightly ask about the remediation that
followed from them. Better these judgments were not
documented in the fi rst place, if there was no intention to
take corrective action.
In this section we reviewed several kinds of assessments
that can be considered for incorporating in a particular
training module. These range from assessments that
approximate the core concept of a Performance, through a
series of increasingly distant proxies, to an assessment based
on the trainee's knowledge of the job, as refl ected in a
validated KTA.
9.4 Preparing the assessment
materials
Once the kind of assessment has been selected, the assessment
materials can be prepared. The fi rst step in preparing
assessment materials is to complete a task analysis. Once the
task analysis has been completed, the specifi c tasks and sub-
tasks will be listed, groups of tasks will be aggregated or
“chunked,” the fl ow of the process will be indicated, and
concepts providing the “science” for task performance will
have been associated with each chunk.
This completed task analysis will include an extensive set
of tasks. The second step is to winnow through the particular
