Setting decision-making criteria: is medical education ready for shared decision making?

Extract from article:

Abstract

Schut and Driessen propose that modern assessment requires students to participate in their assessment through shared-decision making.

Human decision making is prone to bias, fallibility and irrationality.1In high-stakes accountability systems, such as health care and education, this can be challenging to deal with. The quality of patient care and of competency-based education and assessment depends on the collaborative approach of multiple experts making numerous judgements while dealing with ill-structured problems. Both contexts are characterised by challenging, high-stakes work demands and by the crucial roles played by frontline professionals, both of which place substantial pressure on the quality of human decision making.2How should we deal with the limitations in our abilities to make and improve these high-stakes, complex decisions?