Competency‐based education calls for programmatic assessment: But what does this look like in practice?

2019 ◽  
Vol 26 (4) ◽  
pp. 1087-1095 ◽  
Author(s):  
Jessica V. Rich ◽  
Sue Fostaty Young ◽  
Catherine Donnelly ◽  
Andrew K. Hall ◽  
J. Damon Dagnone ◽  
...  
Keyword(s):  
Programmatic Assessment ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Validity evidence for programmatic assessment in competency-based education

2018 ◽  
Vol 7 (6) ◽  
pp. 362-372 ◽  
Author(s):  
Harold G. J. Bok ◽  
Lubberta H. de Jong ◽  
Thomas O’Neill ◽  
Connor Maxey ◽  
Kent G. Hecker
Keyword(s):  
Validity Evidence ◽  
Programmatic Assessment ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Assessment in the context of problem-based learning

2019 ◽  
Vol 24 (5) ◽  
pp. 903-914 ◽  
Author(s):  
Cees P. M. van der Vleuten ◽  
Lambert W. T. Schuwirth
Keyword(s):  
Standardized Testing ◽  
Problem Based Learning ◽  
Holistic Approach ◽  
Integral Approach ◽  
Professional Judgment ◽  
Programmatic Assessment ◽  
Competency Based Education ◽  
Constructive Alignment ◽  
Competency Based ◽  
The Right

Abstract Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. The search for these instruments has been accelerated by the emergence of competency-based education. With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills. Valuable lessons have been learned that are directly relevant for assessment in PBL. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Programmatic assessment is such an integral approach to assessment. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption—just like PBL—will take many years ahead of us.

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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