Gersten Jonker

124   Chapter 5 Within the ACTY, the pre- and post-test were formative and results had no formal consequences for students. Purpose of the pre-test, from a curricular point of view, was to identify personal performance gaps, force focus on the learning objectives, and confront students with the expected performance level of junior doctors. Therefore, all participants received feedback on their performance in the tests. Examiners Assessors at CBDs and OSCEs were all clinicians with appropriate expertise and experience for the stations at which they examined. They volunteered when available. The investigators briefed all examiners individually on the use of the scoring rubric, expected performance level and station duration. Examiners were not made aware whether participants were from intervention or control groups, nor whether participants did a pre- or post-test. Examiners scored participants’ performance live on a paper checklist. REFERENCES 1. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990; 65(9):S63-7. 2. Ten Cate O, Carraccio C, Damodaran A, Gofton W, Hamstra SJ, Hart D, et al. Entrustment decision making: extending Miller's pyramid. Acad Med 2021; 96(2):199-204. 3. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ 2013; 5(1):157-8. 4. Groot F & Jonker G, Rinia M, Ten Cate O, Hoff RG. Simulation at the frontier of the Zone of proximal development: a test in acute care for inexperienced learners. Acad Med 2020; 95(7):1098-1105.