Our intended meaning was that, currently in the UK, exams are the existing mechanism by which trainees are assessed in relevant competencies defined by curricula. We would agree that exams are unable to consistently reward or notice qualities such as dispositions of character that are also associated with good clinical care. We considered it beyond our remit in this article to suggest alternative approaches, though certainly the nature and type of assessment most able to identify capability is an interesting question.
We mentioned in the editorial that it is unclear what we should tolerate in terms of ‘communicative flexibility’ to ensure that people from different cultural groups are not disadvantaged by particular exams. We also agree with you that we should consider how to value broad capabilities and strengths.
- © British Journal of General Practice 2019