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

The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.

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., on behalf of the ICBME Collaborators·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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Citations

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Research works printed but not linked: 4

  1. Holmboe ES, 2008, Practical guide to the evaluation of clinical competence
  2. Nyquist JG., 2014, Techniques for assessment of learner performance in teaching and assessing the competencies
  3. Pawson R, 1997, Realistic evaluation
  4. Surowiecki J., 2005, The wisdom of crowds

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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
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
  • 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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