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The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs
Eric S Holmboe1, Nora Y Osman2, Christina M Murphy3
1E.S. Holmboe is chief, Research, Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-0108-6021 .
Summary
Effective assessment in medical education is crucial for professional development and patient safety. Optimizing assessment requires a developmental mindset, addressing bias, and employing systems thinking to improve learning outcomes.
Area of Science:
- Medical Education
- Professional Development
- Healthcare Quality
Background:
- Assessment is vital for professional growth, providing data for feedback, coaching, and individualized learning plans.
- Competency-based medical education has advanced assessment, yet significant improvements are still needed.
- Ensuring high-quality, safe patient care relies on effective assessment within the training environment.
Purpose of the Study:
- To outline key principles for optimizing assessment in medical training programs.
- To address the developmental nature of professional growth in assessment design.
- To explore strategies for integrating bias assessment and employing systems thinking in medical education.
Main Methods:
- The authors address overarching issues in assessment as guiding principles.
- Exploration of specific assessment needs and practical suggestions for improvement.
- Leveraging current assessment research and practices for educational enhancement.
Main Results:
- Assessment programs must adopt a developmental and growth mindset.
- Integrated assessment programs are necessary to address implicit, explicit, and structural bias.
- A systems-thinking approach is required to enhance assessment practices.
Conclusions:
- Optimizing assessment is key to ensuring learners achieve desired medical education outcomes.
- Improved assessment practices can enhance educational outcomes and mitigate the harmful effects of bias.
- Further conversations and innovation in assessment are encouraged to guide future practices.
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