Family Medicine Certification Longitudinal Assessment after One Year

Newton, Warren P.; Rode, Kevin; O'Neill, Tom; Fain, Roger; Baxley, Elizabeth G.; Peterson, Lars E.

doi:10.3122/jabfm.2020.02.190055

Cited by 5 publications

(13 citation statements)

References 4 publications

(4 reference statements)

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“…FMCLA will be a mainstay of our efforts. As described in a recent editorial, 20 the FMCLA pilot has demonstrated significant learning among participants. Across over 11,000 Diplomates enrolled in the pilot, 95% used references to answer questions and 84% sought information after completing the test.…”

Section: Can Board Certification Support Learning and Keeping Up To Date?mentioning

confidence: 78%

The Evolution of Knowledge Assessment: Abfm’s Strategy Going Forward

Newton¹,

O'Neill²,

Price³

2021

Ann Fam Med

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Section: Can Board Certification Support Learning and Keeping Up To Date?mentioning

confidence: 78%

The Evolution of Knowledge Assessment: Abfm’s Strategy Going Forward

Newton¹,

O'Neill²,

Price³

2021

Ann Fam Med

Self Cite

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“…The 14 articles included in the review were published in the years 2012–2022. Twelve articles were background studies that informed the underpinnings for use of LA in continued certification (aim one) (Albanese & Case, 2016; Ali et al, 2018; Dion et al, 2022; Favier et al, 2017; Harman et al, 2020; Hatala et al, 2019; Horber et al, 2020; Iyer et al, 2021; Newton et al, 2020; Schuwirth & van der Vleuten., 2012; Turner et al, 2019; Wallner et al, 2020). Longitudinal assessment is a novel form of assessment and certifying boards may utilize these reports to help inform development of LA respective to their specialty and profession.…”

Section: Resultsmentioning

confidence: 99%

Longitudinal Assessment to Evaluate Continued Certification and Lifelong Learning in Healthcare Professionals: A Scoping Review

et al. 2023

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The balance of lifelong learning with assessment for continued certification is a challenge faced by healthcare professions. The value of single-point-in-time assessments has been questioned, and a shift to longitudinal assessments (LA) has been undertaken to assess lifelong learning over-time. This scoping review was conducted to inform healthcare certifying organizations who are considering LA as an assessment tool of competence and lifelong learning in healthcare professionals. A search of 6 databases and grey literature yielded 957 articles. After screening and removal of duplicates, 14 articles were included. Most articles were background studies informing the underpinnings of LA in the form of progress testing, pilot studies, and process of implementation. Progress testing is used in educational settings. Pilot studies reported satisfaction with LA’s ease of use, online format, and provision of lifelong learning. Implementation processes reveal that key aspects of success include stakeholder participation, phased rollout, and a publicly available content outline. Initial outcomes data affirm that LA addresses knowledge gaps, and results in improved performance on maintenance of certification exams. Future research is needed to substantiate validity evidence of LA and its correlation with high-stakes exam performance when assessing lifelong learning and continued competence of healthcare professionals over time.

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“…The longitudinal assessment model also provides immediate feedback, including the correct answer, explanations, and references to pertinent educational resources. This longitudinal approach to assessment is well-received by diplomates and supported by evidence regarding the enhancement of learning that comes through assessment, resulting in more durable learning and retention of knowledge . This process also subsequently supports decisions regarding whether standards are met.…”

mentioning

confidence: 79%

“…This longitudinal approach to assessment is well-received by diplomates and supported by evidence regarding the enhancement of learning that comes through assessment, resulting in more durable learning and retention of knowledge. [4][5][6] This process also subsequently supports decisions regarding whether standards are met.…”

mentioning

confidence: 92%

American Board of Medical Specialties and New Standards for Continuing Certification

Hawkins

Ogrinc

Ramin³

2022

JAMA

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As a part of its oversight of the American Board of Medical Specialties (ABMS) member board certification programs, the ABMS board of directors approved new Standards for Continuing Certification (Standards) at its October 2021 meeting. 1 The approval represented the culmination of almost 4 years of engagement and consultation with a wide range of stakeholders, including specialty and state medical societies, the American Medical Association, patients and patient advocates, health care purchasers,credentialingbodies,academicmedicine,continuing medical education professionals, group medical practices, specialty boards, diplomates, and the public. 2 The Standards reflect recommendations made in 2019 by an independent commission, the Continuing Board Certification: Vision for the Future Commission, that was convened to recommend changes to the ABMS member boards' continuing certification programs. 3 The intent was to ensure that programs provide value to diplomates, patients, and others (eg, employers, hospitals and health systems, insurers) that rely on the certificate.The Standards reflect 2 foundational changes in how ABMS and the ABMS member boards deliver on their professional self-regulatory mission. The first foundational change reflects the intent of the Standards to bring value VIEWPOINT

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Family Medicine Certification Longitudinal Assessment after One Year

Cited by 5 publications

References 4 publications

The Evolution of Knowledge Assessment: Abfm’s Strategy Going Forward

The Evolution of Knowledge Assessment: Abfm’s Strategy Going Forward

Longitudinal Assessment to Evaluate Continued Certification and Lifelong Learning in Healthcare Professionals: A Scoping Review

American Board of Medical Specialties and New Standards for Continuing Certification

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