competency-based assessment
Post on 22-Jan-2017
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Competency-based assessment Competency-based assessment and e-portfolio in residency trainingand e-portfolio in residency training
Maastricht University Maastricht University Manchester UniversityManchester University
Marjan GovaertsJ. Donkers; H.Brackel; B. Verhoeven;
C. Van der Vleuten; E. Driessen; T. Dornan
Residency Training NetherlandsResidency Training Netherlands
Nationwide reformNationwide reform
Competency-based: CanMEDS rolesCompetency-based: CanMEDS rolesWorkplace-based assessmentWorkplace-based assessmentPortfolioPortfolio– Guidance of competence developmentGuidance of competence development– Evidence-based decision making Evidence-based decision making
Implementation ProblemsImplementation Problems
Workplace-based assessment: time Workplace-based assessment: time consuming and administrative overloadconsuming and administrative overload– Meaningful feedback is lackingMeaningful feedback is lacking– Documentation of feedback/performance is Documentation of feedback/performance is
lackinglacking
Portfolio: limited value Portfolio: limited value – Information in portfolio non-transparentInformation in portfolio non-transparent– Credible (evidence-based) norms are lackingCredible (evidence-based) norms are lacking
Maastricht Manchester TSS Maastricht Manchester TSS
E-portfolio with built-in online support E-portfolio with built-in online support system for Workplace Assessmentsystem for Workplace Assessment
Rating forms attuned to educational goalsRating forms attuned to educational goals– Competency-based (CanMEDS)Competency-based (CanMEDS)
Limited number of rating instrumentsLimited number of rating instruments– Mini-CEX; OSATS; MSF (incl. self assessment) Mini-CEX; OSATS; MSF (incl. self assessment) – Numeric scores for behavioral objectives + narrative Numeric scores for behavioral objectives + narrative
feedbackfeedback
Maastricht Manchester TSSMaastricht Manchester TSS
1.1: 3.51.1: 3.51.2: 4.21.2: 4.2
2.1: 5.02.1: 5.02.2: 4.32.2: 4.3
7.4: 3.4 7.4: 3.4
ScoresScores
Rating formRating form
CCAANNMMEEDDSS
LongitudinalLongitudinaldevelopmentdevelopment
Communicator
Cohort scoresCohort scores
Performance peers
MMTSS feedbackMMTSS feedbackMedical expert
Professional
Manager
Communicator
Collaborator
Scholar Health advocate
Individual versus peer group
Medical expertCommunicatorCollaboratorScholarHealth advocateManagerProfessional
Individual over time
MMTSS feedbackMMTSS feedback
Narrative feedback
Performance ratings(others vs self)
Maastricht Manchester TSSMaastricht Manchester TSS
Rating forms attuned to educational goalsRating forms attuned to educational goals– Competency-based template (CanMEDS)Competency-based template (CanMEDS)
Aggregation of scores across rating instrumentsAggregation of scores across rating instruments– Automated feedback reports on competence Automated feedback reports on competence
development development
Collection of performance rating data in Collection of performance rating data in databasedatabase– Evidence-based norms and decision makingEvidence-based norms and decision making
Comparison of individual performance with aggregated Comparison of individual performance with aggregated performance data of peer groupperformance data of peer group
MMTSS E-portfolioMMTSS E-portfolio
Documentation (surgical) procedures / Documentation (surgical) procedures / learning activitieslearning activitiesReflective practice and self-directed Reflective practice and self-directed learninglearning– Critical incident reportsCritical incident reports– Self assessment and analysisSelf assessment and analysis– Personal Development PlansPersonal Development Plans…….other artefacts/’evidence’ illustrating .other artefacts/’evidence’ illustrating achievement of professional competenceachievement of professional competence
Results small scale pilot Results small scale pilot
Promotes workplace based assessmentPromotes workplace based assessmentProvides meaningful feedbackProvides meaningful feedback– Insight in strengths and weaknessesInsight in strengths and weaknesses– AcceptableAcceptable– TransparentTransparent
User-friendlyUser-friendly
ChallengesChallenges
How to encourage meaningful use of the How to encourage meaningful use of the portfolio after portfolio after large scale implementationlarge scale implementation??Organizational support requiredOrganizational support required– Purposeful use by residents, teachersPurposeful use by residents, teachers
Reflection and self-directed learningReflection and self-directed learning– Quality improvement of residency trainingQuality improvement of residency training
Flexible, tailor-made, cost-efficientFlexible, tailor-made, cost-efficient
Thank you for your attention.Thank you for your attention.
Questions?Questions?
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