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Cited by 493Innovations in Medical EducationStudent Assessment and FeedbackCompetency Development and Evaluation

Core principles of assessment in competency-based medical education.

Lockyer, Jocelyn, Carraccio, Carol, Chan, Ming-Ka, Hart, Danielle, Smee, Sydney, Touchie, Claire, Holmboe, Eric S., Frank, Jason R. +1 more·2017·Medical Teacher
DOI 10.1080/0142159x.2017.1315082
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Abstract

The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

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  • CBME and programmatic assessment have the potential to improve the practice of feedback by promoting frequent observation of learners, feedback conversations, and coaching for improvement.

    “Two recently implemented initiatives in medical education, competencybased medical education (CBME) [9][10][11] and programmatic assessment of learners, 12 have the potential to improve the practice of feedback by promoting frequent observation of learners, feedback conversations, and coaching for improvement.”

    From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [11]

  • CBME and programmatic assessment promote the longitudinal compilation of performance data to coach the learner's continuing development and to make evidence-based decisions about the learner's progress.

    “Finally, they promote the longitudinal compilation of performance data to coach the learner's continuing development (assessment for learning) and to make evidence-based decisions about the learner's progress (assessment of learning).[11][12][13][14][15]”

    From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [11]

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Authors
Lockyer, J., Carraccio, C., Chan, M.-K., Hart, D., Smee, S., Touchie, C., Holmboe, E. S., Frank, J. R., & Collaborators, O. B. O. T. I.
Affiliations
  • University of Calgary (CA)
  • American Board of Pediatrics, Chapel Hill, NC, USA;
  • University of Manitoba (CA)
  • University of Minnesota (US)
  • Medical Council of Canada (CA)
  • Accreditation Council for Graduate Medical Education (US)
  • University of Ottawa (CA)
Corresponding author
Lockyer, Jocelyn
ORCID
Venue
Medical Teacher
Publisher
Informa UK Limited
Published
2017-06-03
Volume
39
Issue
6
Pages
609-616
ISSN
  • 0142-159X (ISSN-L)
  • 1466-187X
DOI
10.1080/0142159x.2017.1315082
OpenAlex
W2623879525
Cited by
493
References
59
Citations by year
2026: 36 · 2025: 40 · 2024: 69 · 2023: 78 · 2022: 66 · 2021: 75 · 2020: 57 · 2019: 36 · 2018: 29 · 2017: 6
FWCI
32.74
Type
journal article
Language
en
Open access
closed
Locations
  • Medical Teacher (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Social Psychology › Competency Development and Evaluation
Keywords
competency-based medical education, learning assessment, assessment for learning, assessor training, psychometrics, feedback, assessment system improvement
MeSH terms
Clinical Competence, Competency-Based Education, Education, Medical, Educational Measurement, Feedback, Humans, Learning, Psychometrics

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