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The COMPASSR is a valid and reliable standard outcome measure for clinical competency of medical students that is used throughout medical clinical programmes in Australia, New Zealand and Hong Kong.
The COMPASSR is a valid and reliable standard outcome measure for clinical competency of medical students that is used throughout medical clinical programmes in Australia, New Zealand and Hong Kong.
False
All second-professional-year students in the study demonstrated higher level reflective elements such as examining theories, bias, values, and other perspectives.
All second-professional-year students in the study demonstrated higher level reflective elements such as examining theories, bias, values, and other perspectives.
False
The study found that first-professional-year students demonstrated a higher proportion of higher level RP elements compared with final-professional-year students.
The study found that first-professional-year students demonstrated a higher proportion of higher level RP elements compared with final-professional-year students.
False
The development of higher level RP skills takes place suddenly, without the need for time and repeated exposure.
The development of higher level RP skills takes place suddenly, without the need for time and repeated exposure.
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The study found no significant difference in the proportion of students demonstrating the elements 're-evaluate' and 'premise' between first- and final-professional-year students.
The study found no significant difference in the proportion of students demonstrating the elements 're-evaluate' and 'premise' between first- and final-professional-year students.
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First-professional year students demonstrated more high-level RP elements over the course of the first-professional year in comparison to other year groups.
First-professional year students demonstrated more high-level RP elements over the course of the first-professional year in comparison to other year groups.
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The study found no variability in the demonstration of RP elements across different professional year groups.
The study found no variability in the demonstration of RP elements across different professional year groups.
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The transfer of learning is only evident for high-level RP elements.
The transfer of learning is only evident for high-level RP elements.
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WRP practice is ineffective as a learning tool for students.
WRP practice is ineffective as a learning tool for students.
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The variability in demonstration of RP elements is unrelated to student patterns of development in clinical education.
The variability in demonstration of RP elements is unrelated to student patterns of development in clinical education.
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