American Board of Medical Specialties and New Standards for Continuing Certification

Hawkins, Robert J.; Ogrinc, Greg; Ramin, Susan M.

doi:10.1001/jama.2022.6053

Cited by 5 publications

(3 citation statements)

References 6 publications

(13 reference statements)

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“…The new Standards for Continuing Certification by the American Board of Medical Specialties (ABMS), effective in 2024, intend to promote continuous professional improvement and collaboration, supported by two foundational changes: valuing lifelong learning and practice improvement through a longitudinal modular formative assessment (replacing high stakes examination) and highlighting the collective responsibility of multiple organisations (professional societies, state medical associations, academic health centres and other organisations providing continuing medical education) 42 . These directions may also be worthy of consideration as part of the licensure process.…”

Section: Quality Assurance Strategies and Their Tensionsmentioning

confidence: 99%

Quality assurance in health professions education: Role of accreditation and licensure

Amaral

Norcini

2022

Medical Education

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Objective: The aim of this paper is to provide an overview of the major quality assurance strategies, accreditation and licensure, in health professions education. It explores the nature of these regulatory processes using Brazil and the United States as examples because these large systems are at different ends of the developmental continuum. For each, it describes the tensions that arise, offers a critical synthesis of the evidence and maps out future directions.Results: Given wide variability among operating medical schools in curricular design, length of study, resources and facilities for clinical training and supervision, the nature of regulatory bodies varies considerably. Nonetheless, they share tensions related purpose and process including quality assurance versus quality improvement, outcomes versus process and continuous versus episodic evaluations and assessments. Clear evidence of effectiveness, especially for accreditation, is scarce and difficult to obtain, particularly as it relates to health outcomes.Conclusions: Regulatory processes need to be built around clear definitions of the goals for each stage of professional development, the current movement towards competency-based education and the variable durations of medical education. These changes must motivate revisions in the content and process of programmes for accreditation and licensure, complimentary efforts towards quality of care, and stimulate a significant research effort.

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Section: Quality Assurance Strategies and Their Tensionsmentioning

confidence: 99%

Quality assurance in health professions education: Role of accreditation and licensure

Amaral

Norcini

2022

Medical Education

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“…Supporting health professionals in their continuing professional development (CPD) is an ongoing challenge [1][2][3][4][5] engaging professional organizations, certification boards, nonprofit foundations, for-profit businesses, and government organizations, with annual investments exceeding $2.2 billion. 6 CPD educators increasingly employ technologies such as online learning and virtual video-based learning, 6 yet our understanding of when and how to effectively use these technologies remains primitive.…”

Section: Discussionmentioning

confidence: 99%

Video-Based (Livestream) and In-Person Continuing Professional Development: Participant and Course Features Associated With Choice

2023

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Purpose Information on factors influencing learner choice between in-person and video-based continuing professional development (CPD) would help course leaders with planning and implementation. This study aimed to investigate how registration patterns differ between in-person and video-based offerings for the same CPD course. Method The authors obtained data from 55 CPD courses offered in-person (at various U.S. locations) and via livestreamed video, January 2020 to April 2022. Participants included physicians, advanced practice providers, allied health professionals, nurses, and pharmacists. Registration rates were compared by participant and course features including professional role, age, country of residence, distance to and perceived desirability of the in-person destination, and timing of registration. Results Analyses included 11,072 registrations, of which 4,336 (39.2%) were for video-based learning. There was significant heterogeneity in video-based registrations across courses, ranging 14.3% to 71.4%. Multivariable analysis showed higher video-based registrations for advanced practice providers (vs physicians; adjusted odds ratio [AOR] 1.80 [99% confidence interval, 1.55–2.10]), non-U.S. residents (AOR 3.26 [1.18–9.01]), longer distance (AOR 1.19 [1.16–1.23] for each doubling of distance), and courses in July–September 2021 (vs January–April 2022; AOR 1.59 [1.24–2.02]); video-based registrations were lower for current or former employees or trainees of our institution (AOR 0.53 [0.45–0.61]), destinations of moderate or high desirability (vs low; AOR 0.42 [0.34–0.51] and 0.44 [0.33–0.58], respectively), and early registration (AOR 0.67 [0.64–0.69] for each doubling of days between registration and course start). There was no significant difference by age (AOR 0.92 [0.82–1.05] for participants > 46 years old vs younger participants). The multivariable model correctly predicted actual registration 78.5% of the time. Conclusions Video-based livestreamed CPD is popular (chosen by nearly 40% of participants), although choices varied widely by course. Professional role, institutional affiliation, distance traveled, location desirability, and registration timing have small but statistically significant associations with choice of video-based vs in-person CPD.

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“…In an era when our colleagues in other health professions are building their value argument by establishing increasingly rigorous and meaningful assessments, 26,27 the medical profession is well positioned to capitalize on its capability to innovate and change. The principles underlying most recent changes in certification were encapsulated in the 2019 Vision Commission Report 28 and are reflected in the revised American Board of Medical Specialties (ABMS) Standards for Continuing Certification 29 that take effect in 2024. Some specialty boards are exploring natural language processing of spoken or typed responses to clinical stories and vignettes as potential assessment tools.…”

Section: Feedback From Specialty Certification Assessments Can Foster...mentioning

confidence: 99%

The Role of Specialty Certification in Career-Long Competence

Lyness

McMahon

2023

Academic Medicine

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Across the medical profession there is broad acceptance of the critical role of continuing medical education (CME) in enabling physicians to adapt to both new information and evolving expectations within the profession. In the presence of widespread participation in CME, some have attempted to question, discredit, or marginalize the role of ongoing lifelong assessment of physician knowledge and skills through specialty continuing certification, advocating instead for a participatory standard based only on engagement with CME. This essay outlines the limitations of physician self-evaluation and clarifies the need for external assessments. Certification boards’ role is to set specialty-specific standards for competence, assess to those standards, and assure the public that certified physicians are adequately maintaining their skills and abilities; doing so credibly necessarily requires, in part, independent assessments of physician competence. In these contexts, the specialty boards are taking approaches to identify performance gaps and leverage intrinsic motivation to facilitate physician engagement in targeted learning. Specialty board continuing certification plays a unique role, distinct from and complementary to the CME enterprise. Calls to eliminate continuing certification requirements beyond self-directed CME are contradictory to the evidence and fail the profession and the public.

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American Board of Medical Specialties and New Standards for Continuing Certification

Cited by 5 publications

References 6 publications

Quality assurance in health professions education: Role of accreditation and licensure

Quality assurance in health professions education: Role of accreditation and licensure

Video-Based (Livestream) and In-Person Continuing Professional Development: Participant and Course Features Associated With Choice

The Role of Specialty Certification in Career-Long Competence

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