Can Maintenance of Certification Work? Associations of MOC and Improvements in Physicians’ Knowledge and Practice

Price, David; Biernacki, Helene; Nora, Lois Margaret

doi:10.1097/acm.0000000000002338

Cited by 29 publications

(18 citation statements)

References 55 publications

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“…The coding concept "outcomes model" was retrieved from one source only. We mapped the different types of educational outcomes (highlighted in Table 2) to the assessment frameworks of Moore et al, 50 Miller, 74 and Kirkpatrick and Kirkpatrick, 75 as suggested by Price et al 73 The majority (17/37; 46%) of studies targeted program-level followed by individual-level outcomes (12/37; 32%). Eight papers (22%) described both levels of outcomes.…”

Section: Frequency Of Coding Concepts Across the Data Set: Competencymentioning

confidence: 99%

Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

Danilovich

Kitto

Price

et al. 2021

Fam Med

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods used in family medicine residency and CPD, and to identify gaps in their current practices. Methods: We adopted a modified form of narrative review and searched five online databases and the gray literature for articles published between 2000 and 2020. Data analysis involved mixed methods including quantitative frequency analysis and qualitative thematic analysis. Results: Thirty-seven studies met inclusion criteria. Fourteen were formal evaluation studies that focused on the outcome and impact evaluation of assessment methods. Articles that focused on formative assessment were prevalent. The most common levels of educational outcomes were performance and competence. There were few studies on CBME assessment among practicing family physicians. Thematic analysis of the literature identified several challenges the family medicine educational community faces with CBME assessment. Conclusions: We recommend that those involved in health education systematically evaluate and publish their CBME activities, including assessment-related content and evaluations. The highlighted themes may offer insights into ways in which current CBME assessment practices might be improved to align with efforts to improve health care.’

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Section: Frequency Of Coding Concepts Across the Data Set: Competencymentioning

confidence: 99%

Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

Danilovich

Kitto

Price

et al. 2021

Fam Med

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“…42 A 2018 review of the literature regarding MOC and activities done for MOC credit (i.e., self-assessment and practice improvement) concluded that most studies showed a positive association between MOC components (i.e., MOC exams, self-assessment activities, practice improvement activities) and physician knowledge, learning, changes in practice, and changes in patient outcomes but acknowledges that findings are concentrated among a few specialty boards, and many studies of activities done for MOC credit (i.e., self-assessment and practice improvement) are based on small local interventions. 43 Our review focused specifically on MOC requirements and included those studies that addressed MOC overall, performance on MOC exams in particular, or other activities done for MOC (i.e., self-assessment and practice improvement). The findings are detailed below.…”

Section: Us Physiciansmentioning

confidence: 99%

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

Reid¹,

Duffy²,

Cohen³

et al. 2018

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“…RPC programme requirements vary from country to country but, typically, involve a combination of learning and assessment elements such as participation in knowledge self-assessments, examinations, quality improvement projects or practice audits, appraisal, peer and patient feedback, and CPD [6, 10, 11]. The debate continues as to whether RPC has been effective in achieving these outcomes [12–14].…”

Section: Introductionmentioning

confidence: 99%

“…RPC has been criticised as being a ‘tick-box’ exercise and an unnecessary bureaucratic burden for doctors and employers [6]. Doctors have expressed concerns about RPC programmes’ relevance [16], and ensuring that RPC applies to doctors’ daily practice remains a challenge [14, 15].…”

Section: Introductionmentioning

confidence: 99%

Doctors’ attitudes to, beliefs about, and experiences of the regulation of professional competence: a scoping review protocol

et al. 2019

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Background Historically, individual doctors were responsible for maintaining their own professional competence. More recently, changing patient expectations, debate about the appropriateness of professional self-regulation, and high-profile cases of malpractice have led to a move towards formal regulation of professional competence (RPC). Such programmes require doctors to demonstrate that they are fit to practice, through a variety of means. Participation in RPC is now part of many doctors’ professional lives, yet it remains a highly contested area. Cost, limited evidence of impact, and lack of relevance to practice are amongst the criticisms cited. Doctors’ attitudes towards RPC, their beliefs about its objectives and effectiveness, and their experiences of trying to meet its requirements can impact engagement with the process. We aim to conduct a scoping review to map the empirical literature in this area, to summarise the key findings, and to identify gaps for future research. Methods We will conduct our review following the six phases outlined by Arksey and O’Malley, and Levac. We will search seven electronic databases: Academic Search Complete, Business Source Complete, CINAHL, PsycINFO, PubMed, Social Sciences Full Text, and SocINDEX for relevant publications, and the websites of medical regulatory and educational organisations for documents. We will undertake backward and forward citation tracking of selected studies and will consult with international experts regarding key publications. Two researchers will independently screen papers for inclusion and extract data using a piloted data extraction tool. Data will be collated to provide a descriptive summary of the literature. A thematic analysis of the key findings will be presented as a narrative summary of the literature. Discussion We believe that this review will be of value to those tasked with the design and implementation of RPC programmes, helping them to maximise doctors’ commitment and engagement, and to researchers, pointing to areas that would benefit from further enquiry. This research is timely; internationally existing programmes are evolving, new programmes are being initiated, and many jurisdictions do not yet have programmes in place. There is an opportunity for learning across different programmes and from the experiences of established programmes. Our review will support that learning. Systematic review registration PROSPERO does not register scoping reviews. Electronic supplementary material The online version of this article (10.1186/s13643-019-1132-3) contains supplementary material, which is available to authorized users.

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Can Maintenance of Certification Work? Associations of MOC and Improvements in Physicians’ Knowledge and Practice

Cited by 29 publications

References 55 publications

Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

Doctors’ attitudes to, beliefs about, and experiences of the regulation of professional competence: a scoping review protocol

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