Using Standardized Oral Examinations to Evaluate General Competencies

Hayes, Oliver W.; Reisdorff, Earl J.; Walker, G. K.; Carlson, Dale J.; Reinoehl, Bruce

doi:10.1197/aemj.9.11.1334

Cited by 5 publications

(1 citation statement)

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“…59 The American Board of Emergency Medicine (ABEM) oral examination format has been adapted to include assessments of core competencies into the critical actions of oral examinations based on changes to the Model of the Clinical Practice of Emergency Medicine. 60 OSCEs have also been used to assess specific patient care tasks within EM, such as death disclosure 61 and intimate partner violence counseling. 62 While OSCEs have limited use in procedural training, standardized patients have been used for noninvasive nonpainful procedural training and assessment such as ultrasound.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

View full text Add to dashboard Cite

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ACGME Core Competencies: Helpful Information for Psychologists

Cubic

Gatewood

2008

J Clin Psychol Med Settings

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The mission of the Accreditation Council for Graduate Medical Education (ACGME) is to improve graduate medical education in order to ultimately improve the quality of healthcare. To meet this mission the ACGME has firmly established a competency based focus for resident education. The current manuscript describes the six general ACGME competencies of Patient Care, Medical Knowledge, Practice-based Learning and Improvement, Interpersonal and Communication Skills, Professionalism and Systems-based Practice. Then, a brief description of efforts by the institution of the authors to create best practice models for competency based curriculums and outcomes is provided. Specific focus is on strategies used within the psychiatry residency and ways a Graduate Psychology Education grant fostered interdisciplinary training between psychology and family medicine that enhanced the development of competencies for both disciplines. The paper also comments on the training experiences and attitudes that can prepare psychologists to assist physician colleagues in meeting competencies.

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