Review
Surgery
Conor Toale, Marie Morris, Dara Kavanagh
Summary: This study systematically reviewed the perceptions and experiences of residents and surgical trainers towards simulation-based assessment of technical skills in surgery. The literature showed broad agreement on the validity of simulation-based assessment among residents and trainers, but also identified gaps in understanding the broader application and implications of this assessment method. Future studies should aim to gather comprehensive data from key stakeholders to ensure the acceptability of implementing a simulation-based assessment curriculum.
AMERICAN JOURNAL OF SURGERY
(2021)
Review
Anesthesiology
Jennifer M. Weller, Ties Coomber, Yan Chen, Damian J. Castanelli
Summary: Specialist training bodies have been developing innovative methods of workplace assessment tools to meet the requirements of competency-based medical education. A recent review identified 30 innovative WBA tools, categorised across seven dimensions, which highlighted the interdependencies and trade-offs in their design. This study emphasizes the importance of deliberate consideration of tool characteristics to suit the local context.
BRITISH JOURNAL OF ANAESTHESIA
(2021)
Article
Education & Educational Research
Jane McKenzie-White, Aloysius G. Mubuuke, Sara Westergaard, Ian G. Munabi, Robert C. Bollinger, Robert Opoka, Scovia N. Mbalinda, David Katete, Yukari C. Manabe, Sarah Kiguli
Summary: This study evaluated whether the assessment methods within the MBChB curriculum at Makerere University College of Health Sciences addressed the stated competencies. The study found that CBME was successfully implemented, with almost all established competencies being assessed. Faculty members acknowledged the importance of CBME but expressed the need for further training to improve the implementation of competency-based assessments.
BMC MEDICAL EDUCATION
(2022)
Review
Veterinary Sciences
Kristin P. Chaney, Jennifer L. Hodgson
Summary: In recent years, veterinary education has been transitioning to competency-based models, inspired by medical education. Implementing competency-based veterinary education is important but challenging, and maintaining educational quality is crucial during the implementation process.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Veterinary Sciences
Jared A. Danielson
Summary: This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Review
Surgery
Conor Toale, Marie Morris, Dara O. Kavanagh
Summary: This review examines the validity evidence of the LapSim laparoscopic simulator as a tool for surgical training and assessment. The results show that the LapSim has accumulated substantial evidence supporting its effectiveness and reliability in surgical training and assessment. Future research should explore the relationship between LapSim performance and patient outcomes, and investigate the benefits of implementing virtual reality simulation training in post-graduate surgical training programs.
SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES
(2023)
Article
Education, Scientific Disciplines
Warren J. Cheung, Andrew K. Hall, Alexandra Skutovich, Stacey Brzezina, Timothy R. Dalseg, Anna Oswald, Lara J. Cooke, Elaine Van Melle, Stanley J. Hamstra, Jason R. Frank
Summary: This study evaluated the readiness of Canadian postgraduate training programs to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME). The majority of respondents were supportive of successful CBD implementation, but there were also challenges that need to be addressed for future improvement.
Review
Surgery
Reed G. Williams, Brian C. George, Jordan D. Bohnen, Gary L. Dunnington, Jonathan P. Fryer, Debra L. Klamen, Shari L. Meyerson, David B. Swanson, John D. Mellinger
Summary: This study aims to propose an evidence-based blueprint for training, assessment, and certification of operative performance for surgical trainees. It highlights the importance of high-quality assessment of operative skill for training, accreditation, certification, and public trust in the profession.
Article
Pediatrics
Anil Kapoor, Anju Kapoor, Dinesh K. Badyal
Summary: The traditional medical curriculum in India lacks explicit teaching and assessment of interpersonal skills, communication skills, professionalism, and teamwork. Introduction of simulated patients has become more crucial due to decreased student-patient encounters during the COVID-19 pandemic.
Article
Education, Scientific Disciplines
Michael S. Ryan, William Iobst, Eric S. Holmboe, Sally A. Santen
Summary: The study investigates the alignment between CBME frameworks used in undergraduate medical education (UME) and graduate medical education (GME) settings in the US. It highlights the challenges of creating alignment in assessment frameworks across the continuum of training and suggests four next steps to improve educational continuity.
Article
Surgery
Peter J. Abraham, Jessica Fazendin, Rongbing Xie, Herbert Chen, Brenessa Lindeman
Summary: Most general surgery residents surveyed lack confidence in their ability to perform common, straightforward endocrine procedures. Although the self-assessed ability increased with the number of cases completed and the years of residency, a majority of residents still feel unable to perform a thyroidectomy independently.
AMERICAN JOURNAL OF SURGERY
(2022)
Article
Radiology, Nuclear Medicine & Medical Imaging
Andrew D. Chung, Benjamin Y. M. Kwan, Natalie Wagner, Heather Braund, Tessa Hanmore, Andrew Koch Hall, Laura McEwan, Nancy Dalgarno, Jeffrey Damon Dagnone
Summary: The study evaluated the Queen's University diagnostic radiology residency program after transitioning to a competency-based medical education (CBME) curriculum using Rapid Evaluation methodology. Strengths of CBME implementation included more frequent and timely feedback and the role of the Academic Advisor, but frontline faculty felt unsupported in theory and practical implementation of the new curriculum. Improvement areas identified were additional faculty and resident education workshops and changes to assessment tools for increased clarity. Residents overall viewed the changes favorably, with a desire for increased feedback among traditional stream residents.
EUROPEAN JOURNAL OF RADIOLOGY
(2022)
Article
Anesthesiology
Alayne Kealey, Fahad Alam, Lisa A. Bahrey, Clyde T. Matava, Graham A. McCreath, Catharine M. Walsh
Summary: This study provides evidence supporting the validity of ACEA as an assessment tool for evaluating the competence of residents in perioperative care, and supports its use in competency-based anaesthesiology training.
BRITISH JOURNAL OF ANAESTHESIA
(2022)
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
Education & Educational Research
Patricia A. Carney, Stefanie S. Sebok-Syer, Martin V. Pusic, Colleen C. Gillespie, Marjorie Westervelt, Mary Ellen J. Goldhamer
Summary: Graduate medical education and Clinical Competency Committees are using competency-based medical education principles to monitor trainee progression, but evidence suggests that CCCs are not meeting this goal effectively. Challenges include incomplete and conflicting evaluation data, as well as difficulties organizing, analyzing, and integrating data elements. Learning analytics have the potential to improve CCC decision making, but their use is not widespread.
MEDICAL EDUCATION ONLINE
(2023)
Article
Education, Scientific Disciplines
Holly A. Caretta-Weyer, Teresa Chan, Blair L. Bigham, Benjamin Kinnear, Soren Huwendiek, Daniel J. Schumacher
Summary: The COVID-19 pandemic has impacted the medical education system and the current workforce. Competency-based medical education may help mitigate wide-scale disruption and identify barriers to achieving an ideal state.
Article
Education, Scientific Disciplines
Claire Touchie, Benjamin Kinnear, Daniel Schumacher, Holly Caretta-Weyer, Stanley J. Hamstra, Danielle Hart, Larry Gruppen, Shelley Ross, Eric Warm, Olle ten Cate
Summary: Health care is centered around trust, with educational programs responsible for developing trustworthy physicians and making valid entrustment decisions for unsupervised practice. The validity of these decisions should be supported by arguments that can be analyzed across various components. Frameworks by Kane and Messick can be applied to support summative entrustment decision-making, ensuring high-quality safe patient care.
Article
Education, Scientific Disciplines
Matthew Kelleher, Benjamin Kinnear, Dana R. Sall, Danielle E. Weber, Bailey DeCoursey, Jennifer Nelson, Melissa Klein, Eric J. Warm, Daniel J. Schumacher
Summary: This study identified themes in narrative data from internal medicine residents that may indicate future struggles, such as gaps in attention to detail, communication deficits with patients, and difficulty recognizing the big picture in patient care. These themes can help clinical competency committees with earlier recognition and better resource allocation to support residents' development.
PERSPECTIVES ON MEDICAL EDUCATION
(2021)
Letter
Medicine, General & Internal
Dana Sall, Benjamin Kinnear, Matthew Kelleher, Eric J. Warm
ANNALS OF INTERNAL MEDICINE
(2022)
Article
Medicine, General & Internal
Danielle E. Weber, Justin D. Held, Roman A. Jandarov, Matthew Kelleher, Benjamin Kinnear, Dana R. Sall, Jennifer K. O'Toole
Summary: The objective of this study was to determine if the implementation of a documentation curriculum led to improvement in admission note quality. The results showed that a formal documentation curriculum, including educational sessions and routine assessments with feedback, can improve certain aspects of admission note quality, while other aspects improve over time.
JOURNAL OF HOSPITAL MEDICINE
(2022)
Article
Health Care Sciences & Services
Daniel P. Schauer, Benjamin Kinnear, Matthew Kelleher, Dana Sall, Daniel J. Schumacher, Eric J. Warm
Summary: This study describes the development of an expected entrustment score within our WBA system, which serves as a guide for interpreting resident performance. Regression modeling and historical data were utilized to generate the expected score.
JOURNAL OF GENERAL INTERNAL MEDICINE
(2022)
Article
Medicine, General & Internal
Benjamin Kinnear, Bailey DeCoursey, Teresa Caya, Javier Baez, Eric J. Warm
JOURNAL OF HOSPITAL MEDICINE
(2022)
Article
Education, Scientific Disciplines
Daniel J. Schumacher, Catherine Michelson, Ariel S. Winn, David A. Turner, Ethan Elshoff, Benjamin Kinnear
Summary: This study investigates the factors influencing prospective entrustment decisions made by medical education committees. It found that trainees' ability to know their limits and seek help is the foundation of these decisions, but default decisions and lack of sufficient data are common challenges.
Review
Education, Scientific Disciplines
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen, Lara Varpio
Summary: This study describes argumentation theory and explores its application in health professions education assessment. The authors highlight the significance of argumentation orientations such as new rhetoric and informal logic in advancing validity argumentation.
Letter
Education, Scientific Disciplines
Nicole Damari, Benjamin Kinnear
Article
Education, Scientific Disciplines
Benjamin Kinnear, Sally A. Santen, Matthew Kelleher, Abigail Martini, Sarah Ferris, Louito Edje, Eric J. Warm, Daniel J. Schumacher
Summary: As competency-based medical education has become prominent, little is known about the impact of competency-based time-variable training (CBTVT) on learners. This study explored how a CBTVT pilot program affected resident motivation, assessment, and feedback. The program had variable effects on residents' motivation and increased their engagement with and awareness of assessment. Participants became more aware of the quality of assessments and reported being more deliberate when assessing others. Future research should investigate interventions that promote mastery learning over performance.
Article
Education, Scientific Disciplines
Benjamin Kinnear, Danielle E. Weber, Daniel J. Schumacher, Louito Edje, Eric J. Warm, Hannah L. Anderson
Summary: Inequity in assessment is a complex problem with no clear solutions. Health professions educators must critically examine their understanding of educational assessment before jumping to solutions. The authors use the analogy of a ship sailing on different seas to describe their journey in seeking to improve equity in assessment. They share a case study of a residency program of assessment and describe efforts to evaluate and enable equity using different epistemological lenses.
Editorial Material
Education, Scientific Disciplines
Brownell Anderson, Lynelle Govender, Benjamin Kinnear, Helen Church
Article
Education, Scientific Disciplines
Jesse Burk-Rafel, Stefanie S. Sebok-Syer, Sally A. Santen, Joshua Jiang, Holly A. Caretta-Weyer, Eduardo Iturrate, Matthew Kelleher, Eric J. Warm, Daniel J. Schumacher, Benjamin Kinnear
Summary: Competency-based medical education focuses on trainees' learning of necessary competencies for effective patient care. However, trainees often lack measures of their clinical performance, which hinders their learning progression evaluation. This article introduces TRACERs, a new type of measure that optimizes automation and trainee attribution, aiming to link education to patient care more effectively.
PERSPECTIVES ON MEDICAL EDUCATION
(2023)
Article
Health Care Sciences & Services
Benjamin Kinnear, Matthew Kelleher, Dana Sall, Daniel P. Schauer, Eric J. Warm, Andrea Kachelmeyer, Abigail Martini, Daniel J. Schumacher
Summary: Through consensus methods, 89 resident-sensitive quality measures (RSQMs) were developed for a general internal medicine inpatient service, covering specific clinical conditions and general care. While all RSQMs were process measures, they may still hold value in learner assessment, formative feedback, and program evaluation.
JOURNAL OF GENERAL INTERNAL MEDICINE
(2021)