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Tytuł pozycji:

Assessment and feedback methods in competency-based medical education.

Tytuł:
Assessment and feedback methods in competency-based medical education.
Autorzy:
Lee GB; Division of Pulmonary, Allergy and Immunology, Cystic Fibrosis, and Sleep, Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia.
Chiu AM; Division of Asthma, Allergy, and Clinical Immunology, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, Wisconsin. Electronic address: .
Źródło:
Annals of allergy, asthma & immunology : official publication of the American College of Allergy, Asthma, & Immunology [Ann Allergy Asthma Immunol] 2022 Mar; Vol. 128 (3), pp. 256-262. Date of Electronic Publication: 2021 Dec 17.
Typ publikacji:
Journal Article; Review
Język:
English
Imprint Name(s):
Original Publication: McLean, VA : American College of Allergy, Asthma, and Immunology
MeSH Terms:
Competency-Based Education*
Education, Medical*
Clinical Competence ; Education, Medical, Graduate ; Feedback ; Humans ; Learning
Entry Date(s):
Date Created: 20211220 Date Completed: 20220316 Latest Revision: 20220316
Update Code:
20240104
DOI:
10.1016/j.anai.2021.12.010
PMID:
34929390
Czasopismo naukowe
Graduate and continuing medical education programs have transitioned to a competency-based medical education model, in which abilities necessary for the practice of medicine, called competencies, are defined as learning outcomes. Each competency contains milestones that describe stages of development from novice to master and provide criteria for assessing learners along this continuum. Assessments in competency-based medical education are formative and are intended to assist learners in achieving the next stage in mastery rather than render a final evaluation. Although written examinations are typically used to evaluate learners, assessments measuring the performance of skills, such as direct observation or patient registries, provide stronger evidence of achievement of learning outcomes. Once assessments identify strengths and areas of improvement in a learner, effective feedback is critical in assisting their professional development. Feedback should be routine, timely, nonthreatening, specific, and encourage self-assessment. The "ask-tell-ask" feedback method follows this framework by asking for the learner's self-assessment first, telling the observer's own assessment next, and then finally asking for the learner's questions and action plan to address the issues raised. Effective assessment and feedback in competency-based medical education assists learners in their continued professional development and aims to provide evidence of their impact on the health status of patients and communities.
(Published by Elsevier Inc.)

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