Cureus · 2026
Diagnosing Integrated Clinical Performance: A Practical Educational Framework for High-Stakes Clinical Assessment.
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Ahmed Zuhayer, Rakin Tanvir Faisal, Kallow Zainab
Аннотация
INTRODUCTION: High-stakes clinical performance examinations increasingly assess integrated clinical competence rather than isolated technical skills. The 2023 revision of the Membership of the Royal Colleges of Physicians of the United Kingdom (MRCP (UK)) Practical Assessment of Clinical Examination Skills 2023 (PACES23) exemplifies this shift by placing greater emphasis on communication, consultation, shared decision-making and patient safety alongside physical examination and clinical reasoning. Although relevant educational evidence exists across multiple domains, practical frameworks linking assessment demands with targeted workplace teaching remain limited.
MATERIALS AND METHODS: We conducted a structured narrative educational review integrating official PACES23 guidance with literature on clinical assessment, clinical reasoning, communication, feedback, deliberate practice, simulation and workplace learning. Through iterative interpretive synthesis, candidate and teacher behaviours were consolidated, mapped to the seven assessed PACES23 capabilities and organised into higher-order educational domains with associated teacher actions.
RESULTS: We propose an integrated educational framework that couples a clinical enactment cycle (SEE → THINK → ACT) with a complementary learning cycle (PRACTISE → PERFORM → REFLECT). The first identifies where performance breaks down during clinical encounters, while the second guides targeted educational responses. The framework is operationalised through four educational domains and twelve evidence-informed strategies linking observable learner behaviours, educational mechanisms and practical teaching actions.
CONCLUSIONS: Using PACES23 as an illustrative context, this framework provides clinical teachers with a practical approach for diagnosing performance breakdown and delivering targeted workplace teaching and feedback. It shifts preparation from examination coaching towards longitudinal development of safe, integrated and patient-centred clinical performance.
MATERIALS AND METHODS: We conducted a structured narrative educational review integrating official PACES23 guidance with literature on clinical assessment, clinical reasoning, communication, feedback, deliberate practice, simulation and workplace learning. Through iterative interpretive synthesis, candidate and teacher behaviours were consolidated, mapped to the seven assessed PACES23 capabilities and organised into higher-order educational domains with associated teacher actions.
RESULTS: We propose an integrated educational framework that couples a clinical enactment cycle (SEE → THINK → ACT) with a complementary learning cycle (PRACTISE → PERFORM → REFLECT). The first identifies where performance breaks down during clinical encounters, while the second guides targeted educational responses. The framework is operationalised through four educational domains and twelve evidence-informed strategies linking observable learner behaviours, educational mechanisms and practical teaching actions.
CONCLUSIONS: Using PACES23 as an illustrative context, this framework provides clinical teachers with a practical approach for diagnosing performance breakdown and delivering targeted workplace teaching and feedback. It shifts preparation from examination coaching towards longitudinal development of safe, integrated and patient-centred clinical performance.