Conceptual framework for performance assessment: Competency, competence and performance in the context of assessments in healthcare – Deciphering the terminology

Abstract

We propose that the use of adapted versions of this PRS will result in benchmarking of performance and allowing the candidates to track their progression of skills in various areas of clinical practice.

Thoracic Oncology HERMES syllabus: setting the basis for thoracic oncology training in Europe

“…The first two levels correspond to training and the others, starting with ''competence'', to deliver effective clinical professional practice. According to this model, if we aim to grade the level of skill acquisition of a trainee we would be better to use the term ''level of performance'' instead of ''level of competence'' [14]. Considering the current definitions and since thoracic oncology specialists are supposed to be experts working in a specialised centre, the third level of performance of the Dreyfus model (''competence'') is the minimum required from a student of the thoracic oncology diploma.…”

“…KHAN and RAMACHANDRAN [14] cite the Oxford English Dictionary defining competence as ''an ability to do something successfully or efficiently''. They point out that competence is the attribute of a person [14]. These authors also refer to the Dreyfus five-stage model of skills acquisition, which differentiates five levels of performance.…”

Особливості Андрагогічного Підходу І трансформація Інтерактивних Технологій Навчання У лікарів-Анестезіологів

“…Компетенція має три основні властивості [5]. По-перше, розвиток, який є характеристикою, що змінюється залежно від рівня досвіду і знань.…”

Summative and Formative Assessment in Medicine: The Experience of an Anaesthesia Trainee

“…In order to avoid this, there are many models we can use for an assessment blueprint including Miller's pyramid (1990), Bloom's taxonomy (1956) and the Dreyfus and Dreyfus (1980) spectrum of skills acquisition to name but a few. The common thread to each of these is the evolution of student knowledge from the basic information of a novice to the richness of information of an expert (Bransford & Donovan, 2005, Schuwirth & van der Vleuten, 2011, Khan & Ramachandran, 2012.…”