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Operationalizing competency-based assessment: Contextualizing for cultural and gender divides.

Samar Ahmed1,2, Fouzia Shersad3, Arina Ziganshina4

  • 1Faculty of Medicine, Forensic Medicine and Toxicology department, Ain Shams University, Cairo, Cairo Governorate, 11488, Egypt.

Mededpublish (2016)
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Summary

This study outlines a practical guide for implementing competency-based assessment in medical education, focusing on the EmiratesMEDs framework for UAE medical students. It details operationalizing assessments considering cultural and gender factors, offering a replicable model for educators.

Keywords:
EmiratesMEDscompetency-based medical educationcontextualizationdiversityequityinclusionprogrammatic assessmentstudent progression

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Area of Science:

  • Medical Education
  • Competency-Based Assessment
  • Health Professions Education

Background:

  • Educational institutions increasingly adopt competency frameworks for assessment.
  • Operationalizing competency assessment, especially with cultural considerations, presents challenges.
  • Dubai Medical College for Girls (DMCG) faced the task of assessing UAE medical students against the EmiratesMEDs competency framework.

Purpose of the Study:

  • To provide a step-by-step guide for operationalizing contextualized competency-based assessment.
  • To share the experience of DMCG in implementing the EmiratesMEDs competency framework.
  • To assist health professionals in developing culturally sensitive assessment systems.

Main Methods:

  • Developing a dedicated team and engaging consultants for faculty development.
  • Estimating institutional assessment capacity.
  • Mapping competencies and operationalizing assessments using human resources and software.

Main Results:

  • A practical, step-by-step guide for operationalizing competency-based assessment is presented.
  • The process involved team building, faculty development, capacity assessment, and mapping.
  • Enabling factors and limitations in developing the system were identified.

Conclusions:

  • The developed guide enables educators to operationalize competency-based assessment within diverse cultural contexts.
  • Contextualized competency-based assessment can be successfully implemented by considering local traditions.
  • This approach supports the attainment of specific competencies among medical students.