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Assessing students' performances in a competency-based curriculum.

Stephen R Smith1, Richard H Dollase, Judith A Boss

  • 1Brown Medical School, Providence, Rhode Island 02912, USA. Stephen_R_Smith@Brown.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|January 15, 2003
PubMed
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Brown Medical School implemented a competency-based curriculum in 1996, requiring students to master medical knowledge and nine key abilities. Faculty assess student performance in these core competencies for graduation.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Competency-Based Education

Background:

  • Brown Medical School initiated planning for a competency-based curriculum in 1989.
  • The curriculum was fully implemented in 1996, affecting the MD class of 2000.
  • This innovation aimed to integrate core competencies into the medical school learning environment.

Purpose of the Study:

  • To describe the methods faculty use to assess student performance.
  • To outline the structure of a competency-based medical education program.
  • To detail the nine key abilities students must demonstrate for graduation.

Main Methods:

  • Assessment of student performance against defined competencies.
  • Evaluation of nine key abilities including problem-solving, communication, and lifelong learning.

Related Experiment Videos

  • Faculty development and implementation of assessment strategies.

    • Main Results:

    • A competency-based curriculum has been successfully integrated into the medical school.
    • Students must demonstrate mastery of knowledge and proficiency in nine key abilities.
    • Specific abilities assessed include problem-solving, communication, and clinical skills.

    Conclusions:

    • The competency-based curriculum at Brown Medical School has been successfully implemented.
    • Faculty play a crucial role in assessing student competency development.
    • This model provides a framework for evaluating medical student proficiency in essential skills.