The Next Era of Assessment Within Medical Education: Exploring Intersections of Context and Implementation.

Autor:	Kassam A; Department of Community Health Sciences and Director of Scholarship in the Office of Postgraduate Medical Education at the Cumming School of Medicine, University of Calgary, Alberta, Canada., de Vries I; Faculty of Education at Queen's University, Kingston, Canada., Zabar S; Division of General Internal Medicine and Clinical Innovation at the NYU Grossman School of Medicine, New York, New York, USA., Durning SJ; Center for Health Professions Education at the Uniformed Services University of the Health Sciences in Bethesda, Maryland, USA., Holmboe E; Intealth, Philadelphia, Pennsylvania, USA., Hodges B; Temerty Faculty of Medicine at University of Toronto, Canada.; Royal College of Physicians and Surgeons of Canada, Canada., Boscardin C; Department of Medicine and Department of Anesthesia and Perioperative Care, and the Faculty Director of Assessment in the School of Medicine at the University of California, San Francisco, California, USA., Kalet A; Department of Medicine, Center for the Advancement of Population Health at the Medical College of Wisconsin, Wisconsin, USA.
Jazyk:	angličtina
Zdroj:	Perspectives on medical education [Perspect Med Educ] 2024 Oct 09; Vol. 13 (1), pp. 496-506. Date of Electronic Publication: 2024 Oct 09 (Print Publication: 2024).
DOI:	10.5334/pme.1128
Abstrakt:	In competency-based medical education (CBME), which is being embraced globally, the patient-learner-educator encounter occurs in a highly complex context which contributes to a wide range of assessment outcomes. Current and historical barriers to considering context in assessment include the existing post-positivist epistemological stance that values objectivity and validity evidence over the variability introduced by context. This is most evident in standardized testing. While always critical to medical education the impact of context on assessment is becoming more pronounced as many aspects of training diversify. This diversity includes an expanding interest beyond individual trainee competence to include the interdependency and collective nature of clinical competence and the growing awareness that medical education needs to be co-produced among a wider group of stakeholders. In this Eye Opener, we wish to consider: 1) How might we best account for the influence of context in the clinical competence assessment of individuals in medical education? and by doing so, 2) How could we usher in the next era of assessment that improves our ability to meet the dynamic needs of society and all its stakeholders? The purpose of this Eye Opener is thus two-fold. First, we conceptualize - from a variety of viewpoints, how we might address context in assessment of competence at the level of the individual learner. Second, we present recommendations that address how to approach implementation of a more contextualized competence assessment. Competing Interests: The authors have no competing interests to declare. (Copyright: © 2024 The Author(s).)
Databáze:	MEDLINE
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