ReviewPerspectives on medical education2019
Optimizing assessors' mental workload in rater-based assessment: a critical narrative review.
Review in Perspectives on medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed.
- Evaluation of basic life support practice skills based on artificial intelligence technology: system construction and evaluation equivalence validation.BMC medical education · 2026Article
- Validating simulated patient programmes in Obstetrics and Gynaecology education: a mixed-method study on training effectiveness and stakeholder perceptions in the GCC.BMC medical education · 2025Article
- A Structured Approach to Mitigating Cognitive Bias in Educational Assessment.Journal of graduate medical education · 2025Article
- Beyond reliability: assessing rater competence when using a behavioural marker system.Advances in simulation (London, England) · 2024Article
- Examiner workload comparison: three structured oral examination formats for the European diploma in anaesthesiology and intensive care.Medical education online · 2024Article
- "Could You Work in My Team?": Exploring How Professional Clinical Role Expectations Influence Decision-Making of Assessors During Exit-Level Medical School OSCEs.Frontiers in medicine · 2022Article
- The mental workload of conducting research in assessor cognition.Perspectives on medical education · 2019Article
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2 authors.
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No grant is acknowledged in the PubMed record.
Abstract
introductionRater-based assessment has resulted in high cognitive demands for assessors within the education of health professionals. Rating quality may be influenced by the mental workload required of assessors to complete rating tasks. The objective of this review was to explore interventions or strategies aimed at measuring and reducing mental workload for improvement in assessment outcomes in health professions education.
methodsA critical narrative review was conducted for English-language articles using the databases PubMed, EMBASE, and Google Scholar from conception until November 2018. To be included, articles were eligible if they reported results of interventions aimed at measuring or reducing mental workload in rater-based assessment.
resultsA total of six articles were included in the review. All studies were conducted in simulation settings (OSCEs or videotaped interactions). Of the four studies that measured mental workload, none found any reduction in mental workload as demonstrated by objective secondary task performance after interventions of assessor training or reductions in competency dimension assessment. Reductions in competency dimensions, however, did result in improvements in assessment quality across three studies. DISCUSSION: The concept of mental workload in assessment in medical education needs further exploration, including investigation into valid measures of assessors' mental workload. It appears that adjusting raters' focus may be a valid strategy to improve assessment outcomes. Future research should be designed to inform how to best reduce load in assessments to improve quality, while balancing the type and quantity of data needed for judgments.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.