In 2012, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS) for residency program accreditation. With implementation of the NAS, residents are assessed according to a series of new emergency medicine (EM)-specific performance milestones, and the frequency of assessment reporting is increased. These changes are driving the development of new assessment tools for the NAS that can be feasibly implemented by EM residency programs and that produce valid and reliable assessment data. This article summarizes the recommendations of the writing group on assessment of observable learner performance at the 2012 Academic Emergency Medicine consensus conference on education research in EM that took place on May 9, 2012, in Chicago, Illinois. The authors define an agenda for future assessment tool research and development that was arrived at by consensus during the conference.ACADEMIC EMERGENCY MEDICINE 2012; 19:1354-1359© 2012 by the Society for Academic Emergency Medicine I n 1999 the Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcomes Project, 1 a multiyear process to accredit residency programs based on the assessment of individual resident performance within a framework of six core competency domains: 1) patient care, 2) medical knowledge, 3) practice-based learning and improvement (PBLI), 4) interpersonal and communication skills (ICS), 5) professionalism, and 6) systems-based practice (SBP). Since 2001, the medical education community has passed through the implementation phases of the Outcomes Project and now routinely assesses learners according to this framework.
2In 2012 the ACGME introduced the Next Accreditation System 3 (NAS), which builds on the principles of the Outcomes Project by defining a continuum of performance milestones that culminate in full achievement of competency in each domain (Table 1). Emergency medicine (EM) is an early adopter of the NAS and will begin program accreditation according to this framework in 2013. The NAS differs from the previous accreditation system by requiring more frequent collection and biannual submission of resident assessment data, while reducing the frequency of formal site visits. Because both the assessment standards (milestones) and the frequency of reporting of resident assessment will be changing with the implementation of the NAS, there exists an imperative to develop assessment tools that can feasibly be implemented by multiple residency programs and produce valid and reliable assessment data.This article summarizes the recommendations of the breakout group on assessment of observable learner performance at the 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," that took place on May 9, 2012, in Chicago, Illinois. We define an agenda for future assessment tool research and development that was arrived at by consensus during the conference.
THE CONSENSUS BUILDING ...