Assessing competency in practice-based learning: a foundation for milestones in learning portfolio entries

Area of Science:

• Medical Education
• Surgical Training
• Competency-Based Assessment

Background:

• Graduate medical education is shifting to competency-based assessment.
• Competency assessment necessitates clear definitions and validated methods.
• Evaluating Practice-Based Learning and Improvement (PBL&I) requires defined criteria.

Purpose of the Study:

• To identify criteria surgical educators use to judge PBL&I competence.
• To define competence in PBL&I as demonstrated in learning portfolios.
• To inform the development of assessment tools for graduate medical education.

Main Methods:

• 3 senior surgical educators assessed 6 learning portfolio entries.
• Qualitative methodology, including interviews and discussions, was used.
• Themes were identified through collaborative coding of transcribed data.

Main Results:

• Seven themes emerged for assessing PBL&I competence:
• Self-awareness, clear learning goals, case-based reflection, literature critique, communication skills, future behavioral change, and engagement.
• These themes describe the progression of competence in surgical residents' portfolios.

Conclusions:

• Identified themes align with reflective practice and experiential learning theories.
• Provides a foundation for developing tools to assess learner portfolios.
• Supports the Accreditation Council for Graduate Medical Education's Next Accreditation System requirements.