Practice Indicators of Suboptimal Care and Avoidable Adverse Events

Bordage, Georges; Meguerditchian, Ari-Nareg; Tamblyn, Robyn

doi:10.1097/acm.0b013e3182a356af

Cited by 7 publications

(5 citation statements)

References 26 publications

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“…There is clear evidence that the quality of HPE has a powerful impact on graduate outcomes. Work by Asch [11],Tamblyn [39], Bordage [40], and others clearly demonstrates the profound and permanent impact of the educational setting on graduate abilities and practice patterns. Evidence also suggests that there are factors contributing to physician performance variation that occur outside of clinical skills and knowledge acquisition, such as organizational and systemic factors, thereby making the case for a holistic accreditation system to examine these factors in the learning environment [9,14].…”

Section: How Does Accreditation Contribute To Health Care Outcomes?mentioning

confidence: 98%

The role of accreditation in 21st century health professions education: report of an International Consensus Group

et al. 2020

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Background Accreditation is considered an essential ingredient for an effective system of health professions education (HPE) globally. While accreditation systems exist in various forms worldwide, there has been little written about the contemporary enterprise of accreditation and even less about its role in improving health care outcomes. We set out to 1) identify a global, contemporary definition of accreditation in the health professions, 2) describe the relationship of educational accreditation to health care outcomes, 3) identify important questions and recurring issues in twenty-first century HPE accreditation, and 4) propose a framework of essential ingredients in present-day HPE accreditation. Methods We identified health professions accreditation leaders via a literature search and a Google search of HPE institutions, as well as by accessing the networks of other leaders. These leaders were invited to join an international consensus consortium to advance the scholarship and thinking about HPE accreditation. We describe the consensus findings from the International Health Professions Accreditation Outcomes Consortium (IHPAOC). Results We define accreditation as the process of formal evaluation of an educational program, institution, or system against defined standards by an external body for the purposes of quality assurance and enhancement. In the context of HPE, accreditation is distinct from other forms of program evaluation or research. Accreditation can enhance health care outcomes because of its ability to influence and standardize the quality of training programs, continuously enhance curriculum to align with population needs, and improve learning environments. We describe ten fundamental and recurring elements of accreditation systems commonly found in HPE and provide an overview of five emerging developments in accreditation in the health professions based on the consensus findings. Conclusions Accreditation has taken on greater importance in contemporary HPE. These consensus findings provide frameworks of core elements of accreditation systems and both recurring and emerging design issues. HPE scholars, educators, and leaders can build on these frameworks to advance research, development, and operation of high-quality accreditation systems worldwide.

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Section: How Does Accreditation Contribute To Health Care Outcomes?mentioning

confidence: 98%

The role of accreditation in 21st century health professions education: report of an International Consensus Group

et al. 2020

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“…18 MCCQE Part II tested on average 9.8 PRINDS, compared to the average 32.2 and 18.4 PRINDS tested on the Part I knowledge and clinical decision-making respectively with only five percent of the Part II total test score being attributed to PRINDS. 18 As shown previously, the evidence seems to favour MCCQE Part I, rather than MCCQE Part II, in its ability to evaluate aspects of a physician's future practice that are expected of all physicians.…”

Section: Validity Of the Exam In The Current Contextmentioning

confidence: 81%

Licensing exams in Canada: a closer look at the validity of the MCCQE Part II

Smirnova

2022

Can. Med. Ed. J

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The Medical Council of Canada Qualifying Exam (MCCQE) Part II aims to protect societal interests through examining recently graduated physicians using clinical scenarios with standardized patients. This position paper debates the role of the MCCQE Part II in the national licensing of physicians in Canada by focusing on the consequential validity evidence of this exam and considering future directions through discussing contemporary developments in high stakes examinations. Specifically, this paper compares both MCCQE Part I and Part II in their ability to predict future practice patterns of physicians and generalizability across specialties. In weighing up the evidence this paper considers commonly used counterarguments as well as the financial implications of this exam for both the candidates and the MCC. Finally, it concludes by providing recommendations for future licensing of physicians in Canada. The available consequential validity evidence for MCCQE Part II is limited. Though still limited, MCCQE Part I has more robust evidence that it is a better predictor of future practice patterns compared to with Part II. Combined with a lack of evidence that national licensing examinations lead to graduation of substandard doctors or an improvement of care, and the shift away from assessment of learning towards assessment for learning, the maximum impact of the MCC on safeguarding public’s interests will lie in working closely with residency programs and specialty colleges to facilitate a robust assessment program of essential competencies and clinical skills during residency training and specialty certification.

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“…In other words, data on candidate progress must be available throughout the training and practice continuum to ensure ongoing professional development and to allow justified decisions on one’s proficiency. Another important aspect to be mentioned is mutual accountability between the trainee, educational institution, and a healthcare system as a prerequisite for high-quality professional performance in the field and ongoing improvement ( Bordage et al , 2013 ). The modern approach proposed to fulfil the listed criteria is known as programmatic assessment ( Van der Vleuten et al , 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Operationalizing competency-based assessment: Contextualizing for cultural and gender divides

Ahmed,

Shersad,

Ziganshina

et al. 2023

MedEdPublish

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Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience.  The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.

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Practice Indicators of Suboptimal Care and Avoidable Adverse Events

Cited by 7 publications

References 26 publications

The role of accreditation in 21st century health professions education: report of an International Consensus Group

The role of accreditation in 21st century health professions education: report of an International Consensus Group

Licensing exams in Canada: a closer look at the validity of the MCCQE Part II

Operationalizing competency-based assessment: Contextualizing for cultural and gender divides

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