Comprehensive Assessment of Professional Competence: The Rochester Experiment

Abstract

A CA that integrates multiple domains of professional competence is feasible, useful to students, and fosters reflection and change. Preliminary data suggest that this format is reliable and valid.

Assessing Interpersonal and Communication Skills in Emergency Medicine

“…However, much of the assessment tools to date focus on more granular aspects of ICS. 2,5,7,9,10,14,20,22,24,27,28,32,39,40,48,55,65,66,72,[81][82][83][84] Validated Tools Within the medical education literature, there is a paucity of validation studies for direct observational assessment tools. Table 6 summarizes validated ICS tools.…”

“…Overall, there are very few validated tools ready for use in the ED learning environment. 5,22,24,44,59,60,67,81 Implementation Issues One might expect that a direct observational tool (e.g., 20-minute Mini-CEX) might be acceptable on an internal medicine ward after rounds have been completed, but in a busy single-coverage ED would not be feasible.…”

“…Epstein et al 81 RCRS based around the Kalamazoo essential elements communication checklist and used a six-point Likert scale. The RCRS used checklists completed by observing physicians with students' self-assessment.…”

Utilidad preventiva del constructo "trastorno mental grave" en el ámbito sociosanitario

“…Diagnóstico: Incluyendo enfermedad psicótica, demencia, enfermedad neurótica grave, trastorno de la personalidad y trastorno del desarrollo. 4. Discapacidad: Con habilidades disminuidas para funcionar eficazmente en la comunidad (trabajo, familia, relaciones interpersonales).…”

Aligning In-Service Training Examinations in Plastic Surgery and Orthopaedic Surgery With Competency-Based Education

“…[8][9][10][11] Assessment through direct observation, clinical simulation, and multi-source assessments like the milestones provide important complementary information beyond the ITE. [12][13][14] With the implementation of milestones and competencies, ITEs now are accompanied by competencybased systems that consolidate resident assessments that add to a more complete picture of resident performance. However, while residents receive formative evaluations of both ITEs and the milestonebased assessments, there is no existing method that correlates performance on ITEs to competency-based assessments.…”