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Including children and young people in assessments: a practical guide
  1. Lydia M C Green1,
  2. Amanda J Friend1,
  3. Rebecca J M Bardgett2,
  4. Jonathan C Darling1
  1. 1Division of Women’s and Children’s Health, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
  2. 2Children’s and Adolescent Services, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
  1. Correspondence to Dr Jonathan C Darling, Division of Women’s and Children’s Health, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Clarendon Way, Leeds LS2 9NL, UK; j.c.darling{at}leeds.ac.uk

Abstract

The ability to interact with children and young people (CYP), appropriately examine and competently interpret signs is an essential skill for many medical practitioners and allied healthcare professionals; yet, how do we ensure competence in our students and trainees? One method is to include CYP in both formative and summative assessments; this provides an invaluable opportunity for examiners not only to evaluate the clinical interaction but also to gain an understanding of the CYP experience and what characteristics they value in a ‘good children’s doctor’. This paper explores the benefits and challenges of involving CYP in assessments and provides practical advice for course organisers, assessors and students when encountering CYP in assessment.

  • medical education
  • patient perspective
  • paediatric practice

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Footnotes

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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