The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
The role of assessment in competency-based medical education
Abstract
Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical training occurs. CBME further requires assessment processes that are more continuous and frequent, criterion-based, developmental, work-based where possible, use assessment methods and tools that meet minimum requirements for quality, use both quantitative and qualitative measures and methods, and involve the wisdom of group process in making judgments about trainee progress. Like all changes in medical education, CBME is a work in progress. Given the importance of assessment and evaluation for CBME, the medical education community will need more collaborative research to address several major challenges in assessment, including "best practices" in the context of systems and institutional culture and how to best to train faculty to be better evaluators. Finally, we must remember that expertise, not competence, is the ultimate goal. CBME does not end with graduation from a training program, but should represent a career that includes ongoing assessment.
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Cites
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Barry Issenberg, S., Mcgaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005) · Medical Teacher · doi:10.1080/01421590500046924 · Cited by 3,966 · cited 2×
“Although various forms of simulation are becoming standard (Issenberg et al. 2005; Cleland et al. 2009), learning and assessment will occur predominantly in the clinical workspace for the foreseeable future.”
BackgroundEricsson, K. A. (2006) · The Cambridge Handbook of Expertise and Expert Performance · doi:10.1017/cbo9780511816796.038 · Cited by 1,629
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What is feedback in clinical education?
Van De Ridder, J. M. M., Stokking, K. M., McGaghie, W. C., & Ten Cate, O. T. J. (2008) · Medical Education · doi:10.1111/j.1365-2923.2007.02973.x · Cited by 686 · cited 1×
“Feedback in clinical education is a complex process involving specific skills that must be tightly integrated into the assessment system (van der Ridder et al. 2008).”
BackgroundEricsson, K. A. (2007) · Medical Education · doi:10.1111/j.1365-2923.2007.02946.x · Cited by 271
Why medical educators may be failing at feedback.
Bing-You, R. G. (2009) · JAMA · doi:10.1001/jama.2009.1393 · Cited by 224
A New Model for Accreditation of Residency Programs in Internal Medicine
Goroll, A. H., Sirio, C., Duffy, F. D., LeBlond, R. F., Alguire, P., Blackwell, T. A., Rodak, W. E., Nasca, T., & and the Residency Review Committee for Internal Medicine (2004) · Annals of Internal Medicine · doi:10.7326/0003-4819-140-11-200406010-00012 · Cited by 94
Cited by
A contemporary approach to validity arguments: a practical guide to Kane's framework
Cook, D. A., Brydges, R., Ginsburg, S., & Hatala, R. (2015) · Medical Education · doi:10.1111/medu.12678 · Cited by 554
Competency-based medical education in postgraduate medical education
Iobst, W. F., Sherbino, J., Cate, O. T., Richardson, D. L., Dath, D., Swing, S. R., Harris, P., Mungroo, R., Holmboe, E. S., Frank, J. R., et al. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.500709 · Cited by 478
Self-citationImplementation of competency‐based medical education: are we addressing the concerns and challenges?
Hawkins, R. E., Welcher, C. M., Holmboe, E. S., Kirk, L. M., Norcini, J. J., Simons, K. B., & Skochelak, S. E. (2015) · Medical Education · doi:10.1111/medu.12831 · Cited by 409
Self-citationSargeant, J., Lockyer, J., Mann, K., Holmboe, E., Silver, I., Armson, H., Driessen, E., MacLeod, T., Yen, W., Ross, K., et al. (2015) · Academic Medicine · doi:10.1097/acm.0000000000000809 · Cited by 306
Self-citationValidation of educational assessments: a primer for simulation and beyond
Cook, D. A., & Hatala, R. (2016) · Advances in Simulation · doi:10.1186/s41077-016-0033-y · Cited by 304
Metadata
- Authors
- Holmboe, E. S., Sherbino, J., Long, D. M., Swing, S. R., Frank, J. R., & Collaborators, F. T. I. C.
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2010-07-27
- Volume
- 32
- Issue
- 8
- Pages
- 676-682
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2159274620
- Cited by
- 943
- References
- 8
- FWCI
- 16.70
- Type
- journal article
- Language
- en
- Open access
- closed
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- Holmboe, E. S., Sherbino, J., Long, D. M., Swing, S. R., Frank, J. R., & Collaborators, F. T. I. C. (2010). The role of assessment in competency-based medical education. Medical Teacher. https://doi.org/10.3109/0142159x.2010.500704
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
