Evaluating continuing competence of physicians through multiple assessment modalities

LaDuca, Anthony; Leone-Perkins, Megan; Champlain, André De

doi:10.1097/00001888-199705000-00100

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The common fund of knowledge and skill set that is appropriately and effectively tested at the entry-to-practice level is somewhat more diffuse as practitioners mature and develop niches or interests. Another major challenge involves the high-stakes nature of assessment of practicing professionals; the notion of "re-testing" is anxiety provoking given the reliance most individuals place on their profession and the livelihood they earn from its practice (LaDuca et al, 1997). Any perceived threat to these may be met with apprehension, resistance or outright hostility.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

Austin¹,

Marini²,

Croteau³

et al. 2004

Pharmacy Education

View full text Add to dashboard Cite

Maintenance of competence is integral to health care practitioners' continuing professional development. The adequacy and value of indirect assessment of competence (through, for example, learning portfolios or attendance at educational events) has been questioned. Direct assessment (such as written tests of clinical knowledge or objective structured clinical examinations, OSCEs) has been advocated as a more meaningful indicator of a practitioner's competence. This paper describes the Ontario (Canada) College of Pharmacists' experience with direct assessment through the Peer Review/Quality Assurance process. This process consists of a selfassessment questionnaire, ongoing maintenance of a learning portfolio, a written test of clinical knowledge, and an OSCE. Each year, a randomly selected group of pharmacists in Ontario undertake the Peer Review process. After five years of operation, 992 pharmacists had participated in this program; 86% of participants met or exceeded standards and were encouraged to continue with their own professional development while 14% of participants did not meet standards in identified assessment areas, and were directed to a peer-assisted process to facilitate professional development. Findings suggest individuals who were educated outside Canada or the United States, those in community pharmacy practice, and those who had been in practice 25 years or more demonstrated greatest difficulty in meeting standards. The implications of these results for pharmacy practice and professional development are discussed as are issues related to direct and indirect assessment of clinical skills.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

Austin¹,

Marini²,

Croteau³

et al. 2004

Pharmacy Education

View full text Add to dashboard Cite

show abstract

“…3 Providing a mechanism for individuals to assess their continuous professional development activities, to allow them to benchmark themselves vis-à-vis their peers in practice, has been identified as a particularly important strategy for ongoing maintenance of competency. [7][8][9] In Ontario, Canada, the Ontario College of Pharmacists (OCP, the licensing and regulatory body for the profession) implemented a structured quality assurance practice review process in 1996. 10,11 This process permits pharmacists to assess the quality of their practice and their individual continuous professional development activities.…”

Section: Introductionmentioning

confidence: 99%

Peer-Mentoring Workshop for Continuous Professional Development

Austin¹,

Marini²,

Glover³

et al. 2006

Am J Pharm Educ

View full text Add to dashboard Cite

Objective. To develop a Professional Skills Enhancement Workshop (PSEW) to assist practitioners who require skills training to maintain competency and meet new standards of practice. Participants for this workshop were identified as those pharmacists who completed the peer review assessment process and who did not meet standards of practice expectations. Design. The full-day workshop consists of a half-day introduction to use of clinical drug information resources and approaches to addressing practice-based questions. The second part of the workshop introduces participants to the use of structured patient-interviewing techniques to elicit information using standardized patients. Participants in the workshop completed self-assessments as well as course evaluations. Subsequent to completion of the course, participants rechallenged the peer review assessment process, a test of their clinical skills consisting of a written test of clinical knowledge and an objective structured clinical examination (OSCE), to provide objective evidence of skills acquisition. Assessment. Over 90% of participants ''agreed'' or ''strongly agreed'' that the PSEW was helpful in reacquainting them with current standards of professional practice. Sixty-nine percent of participants who completed the peer review assessment rechallenge process following completion of the course were able to meet standards of practice expectations. Conclusions. In developing continuous professional development programs, first identifying the needs of all practitioners is essential. The PSEW provides one model for skills training for practitioners who, for a variety of reasons, may not have maintained the expected level of competency.

show abstract

“…3 Providing a mechanism for individuals to assess their continuous professional development activities, to allow them to benchmark themselves vis-a `-vis their peers in practice, has been identified as a particularly important strategy for ongoing maintenance of competency. [7][8][9] In Ontario, Canada, the Ontario College of Pharmacists (OCP, the licensing and regulatory body for the profession) implemented a structured quality assurance practice review process in 1996. 10,11 This process permits pharmacists to assess the quality of their practice and their individual continuous professional development activities.…”

Section: Introductionmentioning

confidence: 99%

Peer-Mentoring Workshop for Continuous Professional Development

Austin,

Marini,

Glover

et al. 2006

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Evaluating continuing competence of physicians through multiple assessment modalities

Cited by 4 publications

References 0 publications

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

Peer-Mentoring Workshop for Continuous Professional Development

Peer-Mentoring Workshop for Continuous Professional Development

Contact Info

Product

Resources

About