MSRA Assessment and Evaluation 2 — Questions and Answers
Question 1: A junior doctor consistently arrives late to ward rounds and misses handover. Which assessment tool is most appropriate for formally documenting concerns about this professional behaviour?
- Mini-CEX
- DOPS
- Multi-source feedback (MSF) (Correct answer)
- Case-based discussion (CbD)
Correct answer: Multi-source feedback (MSF)
Multi-source feedback (MSF) collects structured observations from a range of colleagues, making it ideal for capturing patterns of professional behaviour such as punctuality.
Question 2: When performing a DOPS assessment on a trainee inserting a urinary catheter, the assessor notes the trainee fails to maintain a sterile field. What is the immediate correct action?
- Complete the DOPS form and give feedback at the end of the procedure
- Stop the procedure, correct the breach, then continue and document in the DOPS (Correct answer)
- Fail the DOPS and report to the clinical supervisor
- Allow the trainee to complete uninterrupted to avoid undermining confidence
Correct answer: Stop the procedure, correct the breach, then continue and document in the DOPS
Patient safety takes priority; the assessor should intervene to correct the sterile field breach, then allow the trainee to continue and document the issue accurately in the DOPS feedback.
Question 3: A trainee receives a borderline grade on a Mini-CEX. According to MSRA principles, which action best supports their development?
- Repeat the Mini-CEX immediately with a different assessor
- Provide specific, structured verbal feedback and agree on a learning plan (Correct answer)
- Escalate directly to the programme director
- Document the borderline grade and take no further action
Correct answer: Provide specific, structured verbal feedback and agree on a learning plan
Structured feedback with an agreed learning plan is the evidence-based response to borderline performance, enabling targeted improvement.
Question 4: Which of the following best describes the concept of 'consequential validity' in workplace-based assessments?
- Whether the assessment measures what it intends to measure
- Whether the assessment produces consistent results across raters
- Whether the consequences of the assessment decisions are appropriate and fair (Correct answer)
- Whether the assessment covers a representative sample of competencies
Correct answer: Whether the consequences of the assessment decisions are appropriate and fair
Consequential validity concerns the intended and unintended consequences of using an assessment, including fairness and impact on trainees and patient care.
Question 5: A consultant refuses to complete workplace-based assessments for trainees, stating they are too busy. What is the most appropriate first step?
- Escalate immediately to the deanery
- Ask the trainee to self-assess instead
- Discuss the educational obligation with the consultant and explore practical solutions (Correct answer)
- Allow the trainee to use assessments from other specialties
Correct answer: Discuss the educational obligation with the consultant and explore practical solutions
Direct collegial discussion is the appropriate first step, as it respects professional relationships and may resolve the issue through practical scheduling solutions.
Question 6: During a case-based discussion, a trainee is unable to explain their clinical reasoning for a management decision. How should the assessor respond?
- End the CbD and mark it as unsatisfactory
- Use Socratic questioning to probe and scaffold the trainee's thinking (Correct answer)
- Provide the correct answer and ask the trainee to memorise it
- Switch to a different case immediately
Correct answer: Use Socratic questioning to probe and scaffold the trainee's thinking
Socratic questioning helps the assessor understand the trainee's reasoning process and supports learning by guiding rather than telling.
Question 7: An ARCP panel reviews a trainee's portfolio and finds insufficient evidence of acute care competencies. What is the most appropriate outcome?
- Outcome 1 — satisfactory progress
- Outcome 2 — additional training time required
- Outcome 3 — inadequate progress, extended training
- Outcome 5 — incomplete evidence, additional time to provide evidence (Correct answer)
Correct answer: Outcome 5 — incomplete evidence, additional time to provide evidence
Outcome 5 is issued when the panel cannot make a determination due to insufficient evidence, giving the trainee additional time to submit the required documentation.
MSRA Assessment and Evaluation 2
A junior doctor consistently arrives late to ward rounds and misses handover.
Which assessment tool is most appropriate for formally documenting concerns about this professional behaviour?