Reimagining Initial Certification as a Process That Begins During Residency to Support Continuous Development Across...

Area of Science:

• Medical Education
• Professional Assessment
• Continuing Professional Development

Background:

• Current US board certification relies heavily on high-stakes knowledge exams post-training.
• A contemporary approach emphasizes multi-source data and workplace observation for performance evaluation.

Purpose of the Study:

• To propose a reimagined model for initial board certification as a continuous assessment for learning.
• To integrate initial certification with maintenance of certification for a seamless training-to-practice transition.

Main Methods:

• Conceptual framework based on a 3-layered competence construct: canonical, contextual, and personalized.
• Proposal for a program of assessment incorporating knowledge acquisition and application, with workplace observation.
• Integration of initial certification with the first maintenance of certification cycle.

Main Results:

• A shift from single, high-stakes exams to a nuanced, continuous assessment program.
• Recognition of canonical (knowledge), contextual (workplace), and personalized (expertise) competence.
• Facilitation of individualized learning needs from training through practice.

Conclusions:

• A continuous assessment model offers a more just and robust evaluation of readiness for practice.
• This approach fosters lifelong learning and improves the quality of patient care.
• It transforms the training and practice phases into a true continuum.