Continuity—Working Backward From the Patient

Warm, Eric J.

doi:10.4300/jgme-d-15-00568.1

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…We support the view that the emphasis in assessment must be on the quality and outcomes of care in the broader clinical context (Bismil et al 2014;Warm 2016;Wong and Holmboe 2016;Chen et al 2014). Social accountability for the professions must always be framed within the health care quality effort, including the teaching institutions, and their impact on the population's health.…”

Section: Who Will Own and Manage The Cba Innovation Challenge?supporting

confidence: 53%

Considerations that will determine if competency-based assessment is a sustainable innovation

Dauphinee

Boulet

Norcini

2018

Adv in Health Sci Educ

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Educational assessment for the health professions has seen a major attempt to introduce competency based frameworks. As high level policy developments, the changes were intended to improve outcomes by supporting learning and skills development. However, we argue that previous experiences with major innovations in assessment offer an important road map for developing and refining assessment innovations, including careful piloting and analyses of their measurement qualities and impacts. Based on the literature, numerous assessment workshops, personal interactions with potential users, and our 40 years of experience in implementing assessment change, we lament the lack of a coordinated approach to clarify and improve measurement qualities and functionality of competency based assessment (CBA). To address this worrisome situation, we offer two roadmaps to guide CBA's further development. Initially, reframe and address CBA as a measurement development opportunity. Secondly, using a roadmap adapted from the management literature on sustainable innovation, the medical assessment community needs to initiate an integrated plan to implement CBA as a sustainable innovation within existing educational programs and self-regulatory enterprises. Further examples of down-stream opportunities to refocus CBA at the implementation level within faculties and within the regulatory framework of the profession are offered. In closing, we challenge the broader assessment community in medicine to step forward and own the challenge and opportunities to reframe CBA as an innovation to improve the quality of the clinical educational experience. The goal is to optimize assessment in health education and ultimately improve the public's health.

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Section: Who Will Own and Manage The Cba Innovation Challenge?supporting

confidence: 53%

Considerations that will determine if competency-based assessment is a sustainable innovation

Dauphinee

Boulet

Norcini

2018

Adv in Health Sci Educ

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“…27,28 Continuity also is a core educational principle, with justification in modern learning theory. [29][30][31] Continuity allows residents to witness the success of their attempts at problem-solving, observe the results of diagnostic and therapeutic procedures, and appreciate the full course of disease and treatments.…”

Section: Continuity Of Carementioning

confidence: 99%

Four Fundamental Educational Principles

Ludmerer

2017

Journal of Graduate Medical Education

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Continuity—Working Backward From the Patient

Cited by 2 publications

References 31 publications

Considerations that will determine if competency-based assessment is a sustainable innovation

Considerations that will determine if competency-based assessment is a sustainable innovation

Four Fundamental Educational Principles

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