Biomedical Engineering Reference
In-Depth Information
9.6 Conclusion
In this chapter, we focused our attention on the development
of trainee assessments. We identifi ed four components to the
process of developing assessments. First, we reviewed fi ve
dimensions of behavioral objectives - training audience,
trainee performance, conditions for the performance, the
measure of the performance, and criteria for successful
performance - and the role they play in providing focus to
the training module. Next, we examined the kinds of
assessments that can be incorporated in a particular training
module, ranging from assessments that approximate the core
concept of a performance, through a series of increasingly
distant surrogates, to an assessment based on the trainee's
knowledge of the job, a KTA. Third, we outlined the
preparation of several kinds of forms for assessing training,
ranging across the continuum from work sampling, through
SDAs, situational judgment tests, and fi nally to KTAs.
Fourth, we commented on several issues that arise as we
incorporate assessments into the training module, including
the timing of assessments as well as how to ensure the
integrity of the assessment process.
After the training materials and assessment materials have
been developed, the training module can be implemented,
and the module can be evaluated.
9.7 Notes
1. Thus for pharmaceuticals - see 21 CFR 211.25; for
non-clinical lab personnel, 21 CFR 58.29; for biopharm
personnel, 21 CFR 600.10; for medical device personnel,
21 CFR 820.25; for human tissue recovery personnel,
21 CFR 1271.170.
