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Association of a Competency-Based Assessment System With Identification of and Support for Medical Residents in
Shelley Ross1, Natalia M Binczyk1, Deena M Hamza1
1Department of Family Medicine, University of Alberta, Edmonton, Alberta, Canada.
JAMA Network Open
|January 16, 2019
Summary
Competency-based assessment improved resident support by identifying and addressing difficulties more effectively. This approach enhanced medical education outcomes by ensuring deficiencies did not recur on later rotations.
Area of Science:
- Medical Education
- Assessment in Healthcare Professions
Background:
- Competency-based medical education (CBME) is standard in health professions training.
- A lack of published outcomes for CBME and assessment tools remains a concern.
Purpose of the Study:
- To evaluate if competency-based assessment aids in identifying and supporting residents facing challenges.
- To determine the impact of the Competency-Based Achievement System (CBAS) on resident performance tracking.
Main Methods:
- A cohort study analyzed archived data from 458 family medicine residents (2006-2008 and 2010-2016).
- The study compared outcomes before and after the implementation of the Competency-Based Achievement System (CBAS).
- Key metrics included performance flags, multiple rotation flags, residents in difficulty, and flag resolution.
Main Results:
- A significant reduction in residents receiving performance or professionalism flags post-CBAS (0.38).
- A decrease in the number of distinct rotations with flagged summative assessments (0.24).
- Improved identification and documentation of residents in difficulty and discussion of flags (0.18).
Conclusions:
- The Competency-Based Achievement System (CBAS) appears effective in identifying residents needing support.
- CBAS facilitates addressing learner deficiencies, preventing recurrence on subsequent rotations.
- Findings support the utility of competency-based assessment in medical education.
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