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Competency-based education calls for programmatic assessment: But what does this look like in practice?
Jessica V Rich1, Sue Fostaty Young2, Catherine Donnelly3
1Faculty of Education, Queen's University, Kingston, Ontario, Canada.
Journal of Evaluation in Clinical Practice
|December 11, 2019
Summary
Academic Advisors are key to operationalizing programmatic assessment in Competency-Based Medical Education (CBME). This study highlights their role in integrating assessment data and identifies challenges in documentation and feedback loops for effective program improvement.
Area of Science:
- Medical Education
- Assessment Systems
- Competency-Based Medical Education (CBME)
Background:
- Programmatic assessment is a systems approach for multiple assessment purposes in CBME.
- Existing literature lacks practical illustrations of programmatic assessment systems.
- This study interprets a programmatic assessment model using systems thinking.
Purpose of the Study:
- To interpret a model of programmatic assessment in practice.
- To identify challenges and opportunities in operationalizing programmatic assessment.
- To apply systems thinking and the 'two communities' metaphor.
Main Methods:
- An interpretive case study design.
- Qualitative data collection through semi-structured interviews with residents, faculty, and leadership.
- Analysis using inductive and deductive approaches.
Main Results:
- Academic Advisors act as intermediaries, brokering assessment data.
- Challenges identified in performance documentation, formative to summative assessment linkage, and feedback mechanisms.
- System intermediaries can identify functional and non-functional assessment components.
Conclusions:
- A systems perspective benefits stakeholders in understanding assessment efficacy.
- Academic Advisors are pivotal in addressing operationalization challenges.
- Effective programmatic assessment requires attention to data flow and feedback loops.
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