Lambert Schuwirth
Biographic Data
| ID | 7969493 |
|---|---|
| NAME | Lambert Schuwirth |
| GIVEN NAMES | Lambert |
| FAMILY NAME | Schuwirth |
| SIGNATURE | SCHUWIRTH L |
| AFFILIATIONS | Flinders University |
| ORCID | 0000-0002-6279-5158 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Longitudinal integrated clerkships
The longitudinal integrated clerkship (LIC) approach to medical education, offering students sustained, immersive clinical experiences, is in stark contrast with traditional block rotations. Although evidence shows that LICs are an effective way of educating medical students, much is still unknown on why or how this is so. This hermeneutic review of the literature aimed to produce a synthesis of the pedagogical understanding of LICs by addressing…
Social accountability and the social determinants of rural medical career choice
Over three decades ago, Bloom1 observed that ‘medical education's manifest humanistic mission is little more than a screen for the research mission that is the major thrust of the institution's social structure’. His critique was aimed at structural inertia: the tendency of academic medical institutions to perform reform while preserving the status quo. This requires revisiting today, not because nothing has changed, but because the gap between r…
Programmatic assessment for learning
Programmatic assessment for learning (PAL) involves programmatically structured collection of assessment data for the purpose of learning. In this guide, we examine and provide recommendations on several aspects: First, we review the evolution that has led to the development of programmatic assessment, providing clarification of some of its terminology. Second, we outline the learning processes that guide the design of PAL, including distributed …
Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence
The authors argue for evolving assessment practices by focusing on their value proposition to educators (producing the medical graduates needed for society) rather than protecting existing processes
Using fairness to reconcile tensions between coaching and assessment
Coaching and assessment activities are not irreconcilable; rather, they are partners in a learning journey with fair judgments being the essential linchpin to ensure mutual engagement and interaction between coach and learner
The importance of developing meaningfulness and manageability for resilience in rural doctors
INTRODUCTION: Retention of rural doctors is a problem in many countries. A previous study has identified resilience as a factor associated with longer retention. However, this needs a deeper study to understand what local and personal factors are at play. Studies suggest resilience can be developed during training. We propose that a better understanding of factors associated with resilience might assist in training students for rural practice and…
Embedding a Coaching Culture into Programmatic Assessment
Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program; namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic…
An international study on the implementation of programmatic assessment
INTRODUCTION: Programmatic assessment is an approach to assessment aimed at optimizing the learning and decision function of assessment. It involves a set of key principles and ground rules that are important for its design and implementation. However, despite its intuitive appeal, its implementation remains a challenge. The purpose of this paper is to gain a better understanding of the factors that affect the implementation process of programmat…
The pursuit of fairness in assessment
Health professions education has undergone significant changes over the last few decades, including the rise of competency-based medical education, a shift to authentic workplace-based assessments, and increased emphasis on programmes of assessment. Despite these changes, there is still a commonly held assumption that objectivity always leads to and is the only way to achieve fairness in assessment. However, there are well-documented limitations …
Making it fair
Developing Personal Resilience Questionnaire for rural doctors
An indigenous psychological approach may enrich the linguistic and cultural adaptation and validation process of an existing scale
Five Principles for Using Educational Theory
Health professions education (HPE) research often involves examining complex phenomena. Theory provides a means for better understanding the mechanics of these phenomena and guiding health professions researchers and educators as they navigate the practical implications for teaching, learning, and research. Engaging with educational theory is, therefore, critical to facilitating this understanding. However, this engagement presents a key challeng…
Workplace‐based assessments in postgraduate medical education
Functional Neuroimaging Correlates of Burnout among Internal Medicine Residents and Faculty Members
Burnout is prevalent in residency training and practice and is linked to medical error and suboptimal patient care. However, little is known about how burnout affects clinical reasoning, which is essential to safe and effective care. The aim of this study was to examine how burnout modulates brain activity during clinical reasoning in physicians. Using functional Magnetic Resonance Imaging (fMRI), brain activity was assessed in internal medicine …
A model for programmatic assessment fit for purpose
We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data poi…
Programmatic assessment
In assessment a considerable shift in thinking has occurred from assessment of learning to assessment for learning. This has important implications for the conceptual framework from which to approach the issue of assessment, but also with respect to the research agenda. The main conceptual changes pertain to programmes of assessment. This has led to a broadened perspective on the types of construct assessment tries to capture, the way information…
Assessing professional competence
Introduction We use a utility model to illustrate that, firstly, selecting an assessment method involves context‐dependent compromises, and secondly, that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on the purpose and context of the assessment. Empirical and theoretical developme…
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Assessing professional competence
Introduction We use a utility model to illustrate that, firstly, selecting an assessment method involves context‐dependent compromises, and secondly, that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on the purpose and context of the assessment. Empirical and theoretical developme…
Programmatic assessment
In assessment a considerable shift in thinking has occurred from assessment of learning to assessment for learning. This has important implications for the conceptual framework from which to approach the issue of assessment, but also with respect to the research agenda. The main conceptual changes pertain to programmes of assessment. This has led to a broadened perspective on the types of construct assessment tries to capture, the way information…
A model for programmatic assessment fit for purpose
We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data poi…
Functional Neuroimaging Correlates of Burnout among Internal Medicine Residents and Faculty Members
Burnout is prevalent in residency training and practice and is linked to medical error and suboptimal patient care. However, little is known about how burnout affects clinical reasoning, which is essential to safe and effective care. The aim of this study was to examine how burnout modulates brain activity during clinical reasoning in physicians. Using functional Magnetic Resonance Imaging (fMRI), brain activity was assessed in internal medicine …
Five Principles for Using Educational Theory
Health professions education (HPE) research often involves examining complex phenomena. Theory provides a means for better understanding the mechanics of these phenomena and guiding health professions researchers and educators as they navigate the practical implications for teaching, learning, and research. Engaging with educational theory is, therefore, critical to facilitating this understanding. However, this engagement presents a key challeng…
Workplace‐based assessments in postgraduate medical education
Making it fair
Developing Personal Resilience Questionnaire for rural doctors
An indigenous psychological approach may enrich the linguistic and cultural adaptation and validation process of an existing scale
Embedding a Coaching Culture into Programmatic Assessment
Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program; namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic…
An international study on the implementation of programmatic assessment
INTRODUCTION: Programmatic assessment is an approach to assessment aimed at optimizing the learning and decision function of assessment. It involves a set of key principles and ground rules that are important for its design and implementation. However, despite its intuitive appeal, its implementation remains a challenge. The purpose of this paper is to gain a better understanding of the factors that affect the implementation process of programmat…
The pursuit of fairness in assessment
Health professions education has undergone significant changes over the last few decades, including the rise of competency-based medical education, a shift to authentic workplace-based assessments, and increased emphasis on programmes of assessment. Despite these changes, there is still a commonly held assumption that objectivity always leads to and is the only way to achieve fairness in assessment. However, there are well-documented limitations …
Using fairness to reconcile tensions between coaching and assessment
Coaching and assessment activities are not irreconcilable; rather, they are partners in a learning journey with fair judgments being the essential linchpin to ensure mutual engagement and interaction between coach and learner
The importance of developing meaningfulness and manageability for resilience in rural doctors
INTRODUCTION: Retention of rural doctors is a problem in many countries. A previous study has identified resilience as a factor associated with longer retention. However, this needs a deeper study to understand what local and personal factors are at play. Studies suggest resilience can be developed during training. We propose that a better understanding of factors associated with resilience might assist in training students for rural practice and…
Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence
The authors argue for evolving assessment practices by focusing on their value proposition to educators (producing the medical graduates needed for society) rather than protecting existing processes
Programmatic assessment for learning
Programmatic assessment for learning (PAL) involves programmatically structured collection of assessment data for the purpose of learning. In this guide, we examine and provide recommendations on several aspects: First, we review the evolution that has led to the development of programmatic assessment, providing clarification of some of its terminology. Second, we outline the learning processes that guide the design of PAL, including distributed …
Longitudinal integrated clerkships
The longitudinal integrated clerkship (LIC) approach to medical education, offering students sustained, immersive clinical experiences, is in stark contrast with traditional block rotations. Although evidence shows that LICs are an effective way of educating medical students, much is still unknown on why or how this is so. This hermeneutic review of the literature aimed to produce a synthesis of the pedagogical understanding of LICs by addressing…
Social accountability and the social determinants of rural medical career choice
Over three decades ago, Bloom1 observed that ‘medical education's manifest humanistic mission is little more than a screen for the research mission that is the major thrust of the institution's social structure’. His critique was aimed at structural inertia: the tendency of academic medical institutions to perform reform while preserving the status quo. This requires revisiting today, not because nothing has changed, but because the gap between r…
Innovations in Medical Education (12 works) · Psychology (12 works) · Computer Science (9 works) · Sociology (8 works) · Medicine (7 works) · Student Assessment and Feedback (7 works) · Medical education (6 works) · Social Psychology (6 works) · Engineering (5 works) · Judgement (5 works)