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Assessment challenges in competency-based education: A case study in health professions education.

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Title: Assessment challenges in competency-based education: A case study in health professions education.
Authors: Fitzgerald, James T.1,2 (AUTHOR) tfitz@umich.edu, Burkhardt, John C.3 (AUTHOR), Kasten, Steven J.4 (AUTHOR), Mullan, Patricia B.1 (AUTHOR), Santen, Sally A.3 (AUTHOR), Sheets, Kent J.1 (AUTHOR), Tsai, Antonius1 (AUTHOR), Vasquez, John A.1 (AUTHOR), Gruppen, Larry D.1 (AUTHOR)
Source: Medical Teacher. May2016, Vol. 38 Issue 5, p482-490. 9p.
Subject Terms: *Outcome-based education, *Educational tests & measurements, *Test validity, *Psychological feedback, *Medical education standards, *Educational objectives, *Higher education, *College teachers, *Committees, *Medical education, *Masters programs (Higher education), *National competency-based educational tests, Mentoring
Company/Entity: University of Michigan. Medical School
Abstract: There is a growing demand for health sciences faculty with formal training in education. Addressing this need, the University of Michigan Medical School created a Master in Health Professions Education (UM-MHPE). The UM-MHPE is a competency-based education (CBE) program targeting professionals. The program is individualized and adaptive to the learner’s situation using personal mentoring. Critical to CBE is an assessment process that accurately and reliably determines a learner’s competence in educational domains. The program’s assessment method has two principal components: an independent assessment committee and a learner repository. Learners submit evidence of competence that is evaluated by three independent assessors. The assessments are presented to an Assessment Committee who determines whether the submission provides evidence of competence. The learner receives feedback on the submission and, if needed, the actions needed to reach competency. During the program’s first year, six learners presented 10 submissions for review. Assessing learners in a competency-based program has created challenges; setting standards that are not readily quantifiable is difficult. However, we argue it is a more genuine form of assessment and that this process could be adapted for use within most competency-based formats. While our approach is demanding, we document practical learning outcomes that assess competence. [ABSTRACT FROM PUBLISHER]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessment challenges in competency-based education: A case study in health professions education.
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  Data: <searchLink fieldCode="AR" term="%22Fitzgerald%2C+James+T%2E%22">Fitzgerald, James T.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> tfitz@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Burkhardt%2C+John+C%2E%22">Burkhardt, John C.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kasten%2C+Steven+J%2E%22">Kasten, Steven J.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mullan%2C+Patricia+B%2E%22">Mullan, Patricia B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Santen%2C+Sally+A%2E%22">Santen, Sally A.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sheets%2C+Kent+J%2E%22">Sheets, Kent J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tsai%2C+Antonius%22">Tsai, Antonius</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vasquez%2C+John+A%2E%22">Vasquez, John A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gruppen%2C+Larry+D%2E%22">Gruppen, Larry D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. May2016, Vol. 38 Issue 5, p482-490. 9p.
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  Data: There is a growing demand for health sciences faculty with formal training in education. Addressing this need, the University of Michigan Medical School created a Master in Health Professions Education (UM-MHPE). The UM-MHPE is a competency-based education (CBE) program targeting professionals. The program is individualized and adaptive to the learner’s situation using personal mentoring. Critical to CBE is an assessment process that accurately and reliably determines a learner’s competence in educational domains. The program’s assessment method has two principal components: an independent assessment committee and a learner repository. Learners submit evidence of competence that is evaluated by three independent assessors. The assessments are presented to an Assessment Committee who determines whether the submission provides evidence of competence. The learner receives feedback on the submission and, if needed, the actions needed to reach competency. During the program’s first year, six learners presented 10 submissions for review. Assessing learners in a competency-based program has created challenges; setting standards that are not readily quantifiable is difficult. However, we argue it is a more genuine form of assessment and that this process could be adapted for use within most competency-based formats. While our approach is demanding, we document practical learning outcomes that assess competence. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116124422
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      – Type: doi
        Value: 10.3109/0142159X.2015.1047754
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 482
    Subjects:
      – SubjectFull: Outcome-based education
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Test validity
        Type: general
      – SubjectFull: Psychological feedback
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      – SubjectFull: Medical education standards
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      – SubjectFull: Educational objectives
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      – SubjectFull: Higher education
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      – SubjectFull: College teachers
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      – SubjectFull: Committees
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      – SubjectFull: Medical education
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      – SubjectFull: Masters programs (Higher education)
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      – SubjectFull: National competency-based educational tests
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      – SubjectFull: Mentoring
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      – SubjectFull: University of Michigan. Medical School
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              Text: May2016
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