Competency-Based Methods in Adult Cardiac Sonography and its Application to Credentialing

Abstract

Objectives: This research examined the effects of multiple combined competency-based methods in an adult cardiac Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited diagnostic medical sonography program on clinical and didactic scores. Materials and Methods: A quasi-experimental nonequivalent group research design was used to evaluate students enrolled in an adult cardiac CAAHEP accredited echocardiography curriculum. Their cumulative final examination and clinical competency evaluation scores from multiple cohorts (pre- and post-intervention) were used for statistical analyses. Results: There were no significant differences between multiple competency-based assessments and didactic or clinical scores but unveiled reasons that coincide with the literature, such as nonvalid and subjective clinical assessment. Conclusion: These results suggest further evaluation of the credentialing process to ensure clinical competency.

Competency-Based Assessment Methods in Adult Cardiac Sonography: Students’ Perceptions and Clinical Evaluation

“…While perceptions do not necessarily translate to outcomes, this finding may further support the difficulty and inaccuracy of clinical assessment. 1 An alternative option for future research could be to evaluate students' perceptions of clinical rotations affecting their ability to perform an echocardiogram competently.…”

“…The seven Likert questions administered only to the experimental group were fascinating relative to Dunstatter’s 1 findings. Dunstatter’s 1 study demonstrated no relationship between multiple competency-based assessments and students’ summative assessment grades and clinical competency evaluation scores given by clinical preceptors, respectively.…”

“…The seven Likert questions administered only to the experimental group were fascinating relative to Dunstatter’s 1 findings. Dunstatter’s 1 study demonstrated no relationship between multiple competency-based assessments and students’ summative assessment grades and clinical competency evaluation scores given by clinical preceptors, respectively. However, Q23 demonstrated that students primarily agreed that the OSCE improved their ability to perform a protocol, which was not reflected in their clinical evaluation scores.…”

“…In addition to answering the research questions, the study’s objective was to build on the previously published work 1 that found no relationship between multiple competency-based assessments and clinical evaluation scores administered by clinical preceptors.…”

“…Unfortunately, the prerequisites can be subjective and contain nonvalid assessments at clinical sites as clinical preceptors may not be adept at assessments. 1,16 Moreover, in a study that assessed nursing preceptors’ assessment strategies, findings revealed that many preceptors did not apply all recommended assessment strategies when assessing students, as well as not completely understanding the assessment process and lacked experience. 17 Additional studies 8,17,18 assessed students’ and healthcare personnel’s perceptions of simulation as well as other instructional methods - participants perceptions were positive.…”