Article
Education, Scientific Disciplines
Jessica V. Rich, Ulemu Luhanga, Sue Fostaty Young, Natalie Wagner, J. Damon Dagnone, Sue Chamberlain, Laura A. McEwen
Summary: Developing comprehensive practice guidelines for programmatic assessment in competency-based medical education is crucial for guiding assessment theory into practice. The CBME Programmatic Assessment Practice Guidelines (PA Guidelines) were developed using a multiphase, multimethod approach and were found to be valuable for guiding the implementation of programmatic assessment by various stakeholders.
Review
Medicine, General & Internal
Xiafei Lyu, Sheyu Li
Summary: Rapidly growing high-quality evidence supports clinical decision-making, and continuing professional medical education plays a vital role in linking this evidence to practicing clinicians. This narrative review summarizes the main approaches for professional medical education that facilitate the use of evidence by clinicians, including traditional learning, constructivist learning, and blended learning approaches. Optimizing the selection of these approaches is challenging but crucial for clinicians and healthcare systems.
FRONTIERS IN MEDICINE
(2023)
Article
Education, Scientific Disciplines
Chris Roberts, Priya Khanna, Jane Bleasel, Stuart Lane, Annette Burgess, Kellie Charles, Rosa Howard, Deborah O'Mara, Inam Haq, Timothy Rutzou
Summary: This study examines student experiences of programmatic assessment and emphasizes strategies for achieving a balance between learner agency, assessment structures, and culture in order to facilitate sustained changes in assessment practice.
Article
Education, Scientific Disciplines
Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, Andrew K. Hall, Laura Molgaard, Denyse Richardson, Anna Oswald, Farhan Bhanji
Summary: This paper defines programmatic assessment and presents guidelines for its implementation in competency-based medical education programs, offering a helpful guide for front-line clinical educators. The guidelines include articulating the purpose of the assessment program, choosing tools fit for purpose, considering the stakes of assessments, and defining processes for interpreting assessment data. Programmatic assessment is not 'one size fits all', but a system of assessment that allows individual programs to plan and design their own bespoke model in unique contexts.
Article
Education & Educational Research
Mariel James, Ana Madeira Teixeira Baptista, Deepak Barnabas, Agata Sadza, Susan Smith, Omar Usmani, Chris John
Summary: This paper examines the design, implementation, successes, and challenges of the Clinical & Scientific Integrative cases (CSI) module in the undergraduate medical curriculum at Imperial College London. Based on feedback surveys from first-year students, it concludes that CSI has been well-received and successful in achieving its aims of patient-centered learning, integration of clinical and scientific knowledge, development of teamwork skills, and engagement in student-driven learning. Challenges include supporting students in adapting to a deep learning approach. Overall, the innovative design of CSI is relevant and appealing to modern medical students and future doctors.
BMC MEDICAL EDUCATION
(2022)
Article
Infectious Diseases
Zi-Yue Wang, Li-Jie Zhang, Yu-Hong Liu, Wei-Xi Jiang, Sheng-Lan Tang, Xiao-Yun Liu
Summary: The implementation of E-learning CME programs in three provinces of China showed promising results in terms of cost-effectiveness, content quality, and flexibility in work schedules. However, challenges such as unmet learning needs, disorganized governance, insufficient hardware and software remain. Efforts towards better matching of training supply and demand, organizational coordination, and improvement in internet technology are needed to overcome these barriers.
INFECTIOUS DISEASES OF POVERTY
(2021)
Article
Education, Scientific Disciplines
Jacqueline de Graaf, Marieke Bolk, Auk Dijkstra, Marieke van der Horst, Reinier G. G. Hoff, Olle ten Cate
Summary: Postgraduate medical education in the Netherlands has shifted towards competency-based education, with the introduction of the CanMEDS competency framework and the implementation of entrustable professional activities (EPAs) in specialty programs. A government-funded project by the Dutch Association of Medical Specialists (DAMS) aimed to create more flexibility and individualization in training programs, resulting in a reduction of training length by an average of 3 months.
Article
Education, Scientific Disciplines
Shelley Ross, Kathrine Lawrence, Cheri Bethune, Theresa van der Goes, Luce Pelissier-Simard, Michel Donoff, Thomas Crichton, Thomas Laughlin, Kiran Dhillon, Martin Potter, Karen Schultz
Summary: This article provides an overview of the implementation of the CRAFT approach in family medicine residency programs in Canada, which has been shown to be adaptable and effective. It describes the similarities and differences in CRAFT implementation among 5 different programs and suggests that the approach can be applied in other training environments.
Article
Education & Educational Research
Janica Jamieson, Simone Gibson, Margaret Hay, Claire Palermo
Summary: This study explores how workplace supervisors perceive their positioning within programmatic assessment and how it challenges traditional structures and ideologies. The findings reveal that supervisors position themselves as teachers, gatekeepers, or team members, and these positions influence their experience and success in programmatic assessment.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Article
Nutrition & Dietetics
Janeane Dart, Cliona Twohig, Amanda Anderson, Andrea Bryce, Jorja Collins, Simone Gibson, Sue Kleve, Judi Porter, Evelyn Volders, Claire Palermo
Summary: The study evaluated the implementation of programmatic assessment and its ability to support students and assessors. Results showed that programmatic assessment can increase confidence in assessment decisions, reduce emotional burden, enhance the value of assessment, and identify and remediate at-risk students earlier.
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
(2021)
Article
Nutrition & Dietetics
Thorsten Henning, Philipp Wagner, Egbert Gedat, Bastian Kochlik, Paula Kusch, Kay Sowoidnich, Marko Vastag, Jeannine Gleim, Marcel Braune, Martin Maiwald, Bernd Sumpf, Tilman Grune, Daniela Weber
Summary: The study compares non-invasive methods, such as skin measurements and an app-based short dietary record (ASDR), with conventional methods to assess dietary carotenoids. The results show that app-based intake data and skin measurements have good correlations with plasma carotenoids, making them convenient alternatives for assessing fruit and vegetable consumption. The findings suggest that ASDR records can be a suitable tool for dietary assessment in nutritional intervention studies.
Article
Medicine, General & Internal
Zhenrui Liu, Zhixuan Ren, Linhan Fang, Yuxuan Liao, Dan Ren, Yao Yu, Yixuan Qin, Jianzhen Wu, Pengfei Rong
Summary: This study analyzed the main factors affecting Traditional Chinese Medicine (TCM) learning by surveying medical students and TCM teachers. The results showed that clinical medical students had a more positive attitude towards TCM compared to non-clinical medical students. Both groups found TCM courses difficult, but students preferred clinical training over theoretical teaching, while teachers believed that lecture-based education should have a more significant proportion.
FRONTIERS IN MEDICINE
(2023)
Article
Anesthesiology
Adrian P. Marty, Julia Braun, Carl Schick, Marco P. Zalunardo, Donat R. Spahn, Jan Breckwoldt
Summary: This study designed a mobile application to document workplace-based assessments in real-time and stimulate meaningful feedback. The results showed that the app effectively documented learning goals and disagreement in ratings triggered the documentation of specific learning goals, enhancing the feedback process.
BRITISH JOURNAL OF ANAESTHESIA
(2022)
Article
Medicine, General & Internal
Reem S. AlOmar, Nouf A. AlShamlan, Naheel A. AlAmer, Nouf Albrahim, Zainab Z. Alshulah, Zahra A. Kalalah, Danah M. Almoaibed, Hawra Z. Alshulah, Musaad R. AlRashid, Abdulaziz A. Althumairi, Abdullatif K. Althunyan
Summary: The study aimed to identify the predominant learning approaches of Saudi medical students in different regions of Saudi Arabia and evaluate the possible associations with sociodemographic and educational characteristics. The findings showed that male students and those attending private medical schools were more likely to adopt a strategic learning approach, while students with an A grade point average were less likely to adopt a surface learning approach.
POSTGRADUATE MEDICAL JOURNAL
(2022)
Review
Medicine, General & Internal
Elena Hoehne, Florian Recker, Christoph Frank Dietrich, Valentin Sebastian Schaefer
Summary: Medical schools are incorporating ultrasound into undergraduate medical education, which requires a strict evaluation of assessment methods. Currently, there are no national or global standards, and the commonly used methods include OSCE, multiple choice questions, and self-assessments via questionnaires. Determining the ideal assessment method is challenging, and reducing curriculum heterogeneity to ensure equivalent skills among students is also important.
FRONTIERS IN MEDICINE
(2022)
Article
Education & Educational Research
Laury P. J. W. M. de Jonge, Floor N. E. Minkels, Marjan J. B. Govaerts, Jean W. M. Muris, Anneke W. M. Kramer, Cees P. M. van der Vleuten, Angelique A. Timmerman
Summary: This study aimed to explore whether and how supervisor-resident dyads achieve alignment in performance observations and discuss and adjust goals and methods of observations. The results showed that communication between supervisors and residents regarding the use of observations was not frequent, and their repertoire seemed to be driven more by institutional assessment requirements and patient safety goals rather than providing developmental feedback.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, Wim D. J. Kremer, F. Herman Jonker, Cees P. M. van der Vleuten
Summary: This study aimed to explore the influence of narrative information on the perception of information saturation and the interpretative approach of high-stakes decision-making. The results showed that the quality of narrative feedback influenced the perception of information saturation, while the quality of reflection had a lesser impact. These findings highlight the importance of high-quality narrative feedback in assessing difficult portfolios and suggest that examiners adapt their interpretative process in response to interventions and other triggers.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Takeshi Kondo, Hiroshi Nishigori, Cees van der Vleuten
Summary: Rubrics are commonly used in outcome-based medical education to assess competencies, and adapting generic rubrics locally can lead to decreased cognitive load for assessors and increased reflection on instruction. In this study conducted in a Japanese university, a locally adapted assessment system was developed and implemented successfully within seven months.
BMC MEDICAL EDUCATION
(2022)
Article
Education, Scientific Disciplines
Johan Renes, Cees P. M. van der Vleuten, Carlos F. Collares
Summary: This study compares a novel multimodal test format called Proxy-CBA with the traditional MCQ-CBA and finds that Proxy-CBA has higher reliability and validity, while maintaining similar cognitive load, suggesting its utility as an alternative assessment format.
Article
Education & Educational Research
Alice Stephan, Gary Cheung, Cees van der Vleuten
Summary: This study aimed to explore the impact of entrustable professional activities (EPAs) on motivation and learning of psychiatry trainees. The results showed that the impact of EPAs on learning was mediated by the trainee's appraisals of subjective control, value, and the costs of engaging with EPAs. Positive appraisals encouraged focused and structured learning with the supervisor, while negative appraisals led to a superficial approach. The granularity of EPAs, alignment with clinical practice, and the supervisor's conscientiousness were found to influence trainee appraisals and subsequent motivation and learning.
ACADEMIC PSYCHIATRY
(2023)
Article
Education, Scientific Disciplines
Alina Smirnova, Saad Chahine, Christina Milani, Abigail Schuh, Stefanie S. Sebok-Syer, Jordan L. Swartz, Jeffrey A. Wilhite, Adina Kalet, Steven J. Durning, Kiki M. J. M. H. Lombarts, Cees P. M. van der Vleuten, Daniel J. Schumacher
Summary: By analyzing electronic health record data, it is possible to use adjusted data to assess residents' clinical performance in pediatric emergency medicine and identify opportunities for quality improvement.
Review
Education, Scientific Disciplines
Rashmi A. Kusurkar, Cesar Orsini, Sunia Somra, Anthony R. Artino, Hester E. M. Daelmans, Linda J. Schoonmade, Cees van der Vleuten
Summary: The research found that assessments can have both positive and negative effects on student motivation for learning in health professions education. Assessments that stimulate controlled motivation tend to have negative outcomes, while those that stimulate autonomous motivation have positive outcomes. Students often focus on studying for assessments rather than acquiring knowledge relevant to professional practice.
Article
Education & Educational Research
Cassandra Barber, Cees van der Vleuten, Saad Chahine
Summary: This paper demonstrates how open access, pan-national health data can be used to create a reliable health index to assist schools in identifying societal needs and advance social accountability in health professions education. A final 5-factor multidimensional model was developed to help schools understand societal needs.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Article
Medicine, General & Internal
Pedro Grilo Diogo, Vitor Hugo Pereira, Frank Papa, Cees van der Vleuten, Steven J. Durning, Nuno Sousa
Summary: This study analyzes student verbalizations during an Objective Structured Clinical Examination (OSCE) and correlates them with test scores and final medical degree (MD) scores. The results suggest that students with semantically richer and closer to the disease prototype verbalizations perform better academically.
Article
Education & Educational Research
Lonneke H. H. Schellekens, Wim D. J. Kremer, Marieke F. F. Van der Schaaf, Cees P. M. Van der Vleuten, Harold G. J. Bok
Summary: This study explores how educators perceive and achieve assessment quality, as well as their perceptions of the impact of assessment on student learning. The findings reveal that educators predominantly use traditional criteria to understand and achieve assessment quality, with limited awareness of quality criteria at the course and program levels. Additionally, educators perceive the impact of assessment on student learning in two distinct ways: as a source of information to monitor and direct learning, and as a tool to prompt learning.
FRONTIERS IN EDUCATION
(2023)
Article
Education, Scientific Disciplines
Emma Vaccari, Joyce Moonen-van Loon, Cees van der Vleuten, Paula Hunt, Bruce McManus
Summary: In this study, the researchers use a focused ethnographic approach to explore how the marking workload can be efficiently tackled. They find that marking parties not only contribute to driving deeper learning among students but also serve various functions in the examination process.
Article
Education, Scientific Disciplines
Daniel J. Schumacher, Benjamin Kinnear, Carol Carraccio, Eric Holmboe, Jamiu O. Busari, Cees van der Vleuten, Lorelei Lingard
Summary: High-value care is not often delivered in healthcare, but medical education can provide the spark for change by embracing competency-based medical education (CBME) and centering the patient. The authors argue that medical educators must adopt a new approach, treat CBME as an adaptive challenge, and prioritize genuine engagement and discussion.
Article
Health Care Sciences & Services
Lidwine B. Mokkink, Iris Eekhout, Maarten Boers, Cees P. M. van der Vleuten, Henrica C. W. de Vet
Summary: Reliability and measurement error are measurement properties that assess the impact of various sources of variation on individual measurements. Different designs can be used to evaluate reliability and measurement error, based on choices about which sources of variation are manipulated, which are controlled, and whether the entire measurement instrument or only part of it is repeated. This paper explains how these choices affect the calculation of intraclass correlation coefficients and standard errors of measurement using Venn diagrams, and provides recommendations for improving measurement and reporting study essentials.
PATIENT-RELATED OUTCOME MEASURES
(2023)
Review
Education & Educational Research
Marlies E. De Vos, Liesbeth K. J. Baartman, Cees P. M. van der Vleuten, Elly De Bruijn
Summary: One aim of vocational education is to educate students to become successful practitioners by developing their capacities. Learning at the workplace requires assessment and close communication between school and work. Workplace assessment is influenced by day-to-day work and relationships, and requires negotiated criteria and collaborative practices.
VOCATIONS AND LEARNING
(2023)
Article
Education & Educational Research
Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desiree Joosten-ten Brinke
Summary: This study investigates the difficulties teachers encounter while designing formative assessment plans and the strategies experienced teachers use to avoid those pitfalls. Through interviews, seven design strategies were identified that help to create effective formative assessment plans. However, experienced teachers still face challenges in decision-making and creating room for improvement. The lessons learned from these strategies can be incorporated into all teachers' design steps for formative assessment plans.
JOURNAL OF FORMATIVE DESIGN IN LEARNING
(2023)