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Assessing practice-based learning and improvement.

Deirdre C Lynch¹, Susan R Swing, Sheldon D Horowitz

¹Accreditation Council for Graduate Medical Education, Chicago, Illinois 60610-4322, USA. dlynch@acgme.org

Teaching and Learning in Medicine

|February 28, 2004

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This study reviews methods for assessing practice-based learning and improvement (PBLI), a key physician competency. Portfolios appear most effective for evaluating residents

Area of Science:

Medical Education
Physician Competency Assessment

Background:

Practice-based learning and improvement (PBLI) is a core competency for US residency graduates.
PBLI is essential for maintaining certification by the American Board of Medical Specialties.

Purpose of the Study:

To describe and evaluate methods for assessing practice-based learning and improvement (PBLI).

Main Methods:

A systematic review of six electronic databases was conducted.
Search terms included various aspects of PBLI.
Four primary assessment methods were identified and analyzed.

Main Results:

Four methods for assessing PBLI were identified: portfolios, projects, patient record/chart review, and performance ratings.

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Each method's application, validity, reliability, and feasibility were discussed.

Portfolios emerged as a potentially superior method for assessing resident PBLI.

Conclusions:

Portfolios are recommended as a highly useful tool for assessing residents' PBLI.
Peer-driven performance improvement initiatives can confirm practicing physician engagement in PBLI.