Value of General Medical Knowledge Examinations in Performance Assessment of Practicing Physicians With Potential Competence and Performance Deficiencies

Wenghofer, Elizabeth; Henzel, Thomas R.; Miller, Stephen H.; Norcross, William A.; Boal, Peter

doi:10.1097/ceh.0000000000000063

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…43,44 Others have focused on descriptions of the types of assessments clinicians participate in, 14,15,45 and how to improve assessment activities (eg, rater performance), 46 standard setting, 47 or on the differences that modalities offer (eg, multiple methods, simulation). 48 There are also validation studies of tools, 49,50 or methods, 51,52 with the aim of doing assessment better. More conceptual work has included the role of longitudinal assessment models, 53 and what to make of assessment format choices.…”

Section: Assessment In Cpdmentioning

confidence: 99%

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Toews,

Pearce,

Tavares

2023

J Contin Educ Health Prof

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In this article, we examine assessment as conceptualized and enacted in continuing professional development (CPD). Assessment is pervasive throughout the life of an individual health professional, serving many different purposes compounded by varied and unique contexts, each with their own drivers and consequences, usually casting the person as the object of assessment. Assessment is often assumed as an included part in CPD development conceptualization. Research on assessment in CPD is often focused on systems, utility, and quality instead of intentionally examining the link between assessment and the person. We present an alternative view of assessment in CPD as person-centered, practice-informed, situated and bound by capability, and enacted in social and material contexts. With this lens of assessment as an inherently personal experience, we introduce the concept of subjectification, as described by educationalist Gert Biesta. We propose that subjectification may be a fruitful way of examining assessment in a CPD context. Although the CPD community, researchers, and educators consider this further, we offer some early implications of adopting a subjectification lens on the design and enactment of assessment in CPD.

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Section: Assessment In Cpdmentioning

confidence: 99%

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Toews,

Pearce,

Tavares

2023

J Contin Educ Health Prof

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Evaluation of a High Stakes Physician Competency Assessment: Lessons for Assessor Training, Program Accountability, and Continuous Improvement

Wenghofer

Steele

Christiansen

et al. 2021

J Contin Educ Health Prof

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Introduction: There is a dearth of evidence evaluating postlicensure high-stakes physician competency assessment programs. Our purpose was to contribute to this evidence by evaluating a high-stakes assessment for assessor inter-rater reliability and the relationship between performance on individual assessment components and overall performance. We did so to determine if the assessment tools identify specific competency needs of the assessed physicians and contribute to our understanding of physician dyscompetence more broadly. Method: Four assessors independently reviewed 102 video-recorded assessments and scored physicians on seven assessment components and overall performance. Inter-rater reliability was measured using intraclass correlation coefficients using a multiple rater, consistency, two-way random effect model. Analysis of variance with least-significant difference post-hoc analyses examined if the mean component scores differed significantly by quartile ranges of overall performance. Linear regression analysis determined the extent to which each component score was associated with overall performance. Results: Intraclass correlation coefficients ranged between 0.756 and 0.876 for all components scored and was highest for overall performance. Regression indicated that individual component scores were positively associated with overall performance. Levels of variation in component scores were significantly different across quartile ranges with higher variability in poorer performers. Discussion: High-stake assessments can be conducted reliably and identify performance gaps of potentially dyscompetent physicians. Physicians who performed well tended to do so in all aspects evaluated, whereas those who performed poorly demonstrated areas of strength and weakness. Understanding that dyscompetence rarely means a complete or catastrophic lapse competence is vital to understanding how educational needs change through a physician's career.

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Value of General Medical Knowledge Examinations in Performance Assessment of Practicing Physicians With Potential Competence and Performance Deficiencies

Abstract: Physician MoD scores are significant predictors of overall physician competence and performance as evaluated by PACE assessment.

Cited by 2 publications

References 30 publications

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Evaluation of a High Stakes Physician Competency Assessment: Lessons for Assessor Training, Program Accountability, and Continuous Improvement

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