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Translating outcome frameworks to assessment programmes: Implications for validity.

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Summary
This summary is machine-generated.

Translating competency-based medical education (CBME) outcome frameworks into workplace assessments is complex. Competing factors challenge the validity of assessment decisions in postgraduate medical education.

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Area of Science:

  • Medical Education
  • Assessment Science
  • Health Professions Education

Background:

  • Competency-based medical education (CBME) relies on outcome frameworks for assessing clinical competence.
  • Translating these frameworks into workplace-based assessment plans can compromise validity due to various influencing factors.

Purpose of the Study:

  • To explore the translation process of outcome frameworks into formative and summative assessment plans in postgraduate medical education (PGME).
  • To understand the challenges and factors influencing assessment validity in CBME implementation.

Main Methods:

  • Qualitative study using semi-structured interviews with PGME leaders involved in assessment and CBME.
  • Analysis informed by Callon's theory of translation and Kane's validity framework, employing directed content analysis, open coding, and axial coding.

Main Results:

  • Outcome frameworks are essential but viewed as incomplete.
  • Social and practical factors (e.g., implementation, accreditation, technology) often displace validity in assessment planning.
  • Assessment validity is frequently threatened, uncertain, or assumed due to unchecked assumptions and reliance on surrogates.

Conclusions:

  • The translation of CBME outcome frameworks into assessment plans involves complex negotiations with multiple stakeholders and institutional factors.
  • These translational processes challenge the core element of assessment validity.
  • Educators must actively reconcile these influences to construct robust validity arguments for assessment in PGME.