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An R-Based Landscape Validation of a Competing Risk Model
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Borderline competence--from a complexity perspective: conceptualization and implementation for certifying

Joachim P Sturmberg1, John Hinchy

  • 1Monash University, Melbourne, Victoria, Australia. jp.sturmberg@gmail.com

Journal of Evaluation in Clinical Practice
|July 28, 2010
PubMed
Summary
This summary is machine-generated.

Defining minimal competence is complex. This study proposes a new model where competence arises from combined abilities, allowing strengths to compensate for weaknesses, refining the understanding of the borderline zone in assessments.

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Published on: August 1, 2017

Area of Science:

  • Medical Education
  • Competency Assessment
  • Standard Setting

Background:

  • Defining minimal competence for passing or failing candidates is a complex decision in professional assessments.
  • Current methods, like the Angoff method, rely on a 'borderline candidate' concept, which is a fictitious construct.
  • There's a need for a more nuanced approach that defines criteria for the 'borderline zone' based on real-world competency.

Purpose of the Study:

  • To propose a new conceptualization of competence that accounts for the interaction and compensation of discrete abilities.
  • To redefine the 'borderline zone' in competency assessment beyond a fictitious candidate profile.
  • To provide a framework for understanding how varying combinations of abilities contribute to overall competency.

Main Methods:

  • The study argues that competence emerges from the interplay of multiple discrete abilities across a subject domain.
  • It posits that strengths in certain abilities can compensate for weaknesses in others within the borderline zone.
  • Evidence is presented that judges systematically assess task difficulty and clinical significance when setting standards.

Main Results:

  • A borderline zone of competence involves an overlap between competence and incompetence, influenced by task significance and difficulty.
  • Scores in the borderline zone can represent different combinations of abilities, some sufficient for competency, others not.
  • Judges consistently evaluate the required ability level for individual tasks, considering clinical significance and execution difficulty.

Conclusions:

  • The borderline zone signifies an overlap where competent candidates correctly perform most tasks, while incompetent candidates fail most.
  • This overlap can be modeled as a 'folding' of the competence plane, akin to a cusp catastrophe model.
  • This model provides a more realistic representation of the borderline zone in competency assessment, considering task variability.