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Core principles of assessment in competency-based medical education.
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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“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]
In the citing paper
“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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Metadata
- 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
- 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
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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