Assessment Pearls for Competency-Based Medical Education

Humphrey‐Murto, Susan; Wood, Timothy; Ross, Shelly; Tavares, Walter; Kvern, Brent; Sidhu, Ravi; Sargeant, Joan; Touchie, Claire

doi:10.4300/jgme-d-17-00365.1

Cited by 33 publications

(28 citation statements)

References 21 publications

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“…When developing an assessment tool, many criteria must be taken into account including validity, reproducibility, equivalence, feasibility, educational effect, catalytic effect and acceptability. 24 As noted by Humphrey-Murto et al perfect assessment is an illusion, and ultimately assessment always involves some degree of compromise. 24 An important caveat to the assessment of competency using simulation is that competency during simulation should never be considered adequate evidence of true clinical competency.…”

Section: Discussionmentioning

confidence: 98%

“…24 As noted by Humphrey-Murto et al perfect assessment is an illusion, and ultimately assessment always involves some degree of compromise. 24 An important caveat to the assessment of competency using simulation is that competency during simulation should never be considered adequate evidence of true clinical competency. The true measure of a providers competency must be evaluated and assessed during actual clinical care.…”

Section: Discussionmentioning

confidence: 98%

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Assessing competency using simulation: the SimZones approach

2019

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IntroductionCompetency-based medical education (CBME) is a system of medical training that focuses on a structured approach to developing the clinical abilities of medical education graduates and practicing physicians. CBME requires a robust and multifaceted system of assessment in order to both measure and guide the progress of learners toward pre-established goals. Simulation has been proposed as one method for assessing competency in healthcare workers. However, a longitudinal framework for assessing competency using simulation has not been developed.MethodsConjecture mapping methodology was used to map Miller’s framework for competency assessment—‘knows’, ‘knows how’, ‘shows how’, and ‘does’—to the five SimZones described by Roussin and Weinstock. The SimZones describe a system of organising the development and delivery of simulation-based education and offer a foundation for both guiding and organising assessment in a simulation context.ResultsA conceptualised alignment of the SimZones with Miller’s pyramid of assessment was developed, as well as a detailed conjecture map. SimZone 0 (auto-feedback) and SimZone 1 (foundational instruction) mapped to ‘knows’ and ‘knows how’. SimZone 2 (acute care instruction) mapped to ‘shows how’. SimZone 3 (team and system development) mapped to ‘shows how’. SimZone 4 (real-life debriefing and development) mapped to ‘does’.ConclusionThe SimZones system of competency assessment offers a robust, flexible, and multifaceted system to guide both formative and summative assessment in CBME. The SimZones approach adds to the many methods of competency assessment available to educators. Adding SimZones to the vocabulary of CBME may be helpful for the full deployment of CBME.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 98%

Assessing competency using simulation: the SimZones approach

2019

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“…The findings of a study done in a postgraduate residency programme indicated that assessment in the workplace, followed by a feedback on the performance, was the crucial area of the CBME implementation programme 11. Significant emphasis has been given to assessment and its principles in order to ensure that competent healthcare professionals are produced 15 16…”

Section: Discussionmentioning

confidence: 99%

Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students

Shrivastava

2019

Fam Med Com Health

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ObjectivesTo identify perception about the key aspects of competency-based medical education (CBME) among community medicine faculty members and to ascertain the various challenges faced by them during its implementation.MethodsA descriptive qualitative study of 2 months’ duration was conducted among the faculty members of the community medicine department. Non-probability purposive sampling was employed in the study. Free listing was done initially to elicit the views of faculty members to meet the intended objectives. Visual Anthropac software was used to identify the salient variables using Smith’s Salience Score, and then pile sorting was done to identify the association between the salient variables.ResultsThree faculty members participated in the free listing and pile sorting. A total of 20 responses were obtained pertaining to the key aspects of CBME, of which 12 were identified as the salient variables depending on the cut-off value of 0.125 (Smith’s Salience Score) and subjected to pile sorting. Similarly, eight challenges were identified in the implementation of the programme during the free listing, and all were included in the second stage of pile sorting. Cognitive maps were drawn to understand the relationship between the key aspects of CBME and involved challenges separately.ConclusionOn employing the free listing and pile sorting methods, formulation of entrustable professional activities and their assessment using appropriate tools were the identified crucial areas in CBME, while the lack of sensitisation of stakeholders and inadequate planning were identified as the predominant challenges in the implementation of CBME.

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“…Moreover, curricular innovation should call forth evaluation innovation, which may entail attention also to outcomes such as professional identity formation, professionalism and commitment to social accountability. Formative assessment may be harnessed to both enhance learning (when applied through the learning process) and make the hidden curriculum explicit [ 17 , 18 ]. In the present case, the longitudinal, 6 year-long curriculum lends a special opportunity to monitor the learning and program developmentally, i.e.…”

Section: What Constitutes a Success In A Curricular Reform?mentioning

confidence: 99%

Curriculum reform: Why? What? How? and how will we know it works?

Reis¹

2018

Isr J Health Policy Res

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In a recent IJHPR article, Dankner et al. describe a reform in one longitudinal strand within Basic Medical Education i.e.“ public health and preventive medicine curriculum” using a Competency Based Medical Education approach. This reform raises several concerns: What should prompt a medical school to change a curriculum? How should such change be conducted? What kinds of paradigms may inform such a change? What constitutes a success in a curricular reform? And, how can curricular reform be evaluated within a reasonable time framework?This commentary addresses these concerns and concludes that curricular reform should follow as much as possible the current wisdom of educational innovation and change strategy, follow a clear vision, mission, and selected educational paradigm, and pay attention to stakeholders, context, culture and politics. The design should allow for the emergence of unintended consequences. Implementation needs careful planning and monitoring and the evaluation should be multi-faceted. Finally, since all Israeli medical schools are now using the Competency Based Medical Education approach and aligning their curricula and testing accordingly, a fascinating collaborative opportunity exists to professionalize this process and hopefully make a positive impact.

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Assessment Pearls for Competency-Based Medical Education

Cited by 33 publications

References 21 publications

Assessing competency using simulation: the SimZones approach

Assessing competency using simulation: the SimZones approach

Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students

Curriculum reform: Why? What? How? and how will we know it works?

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