Competency-Based Assessment in Psychiatric Education : A Systems Approach - 25/05/21

Doi : 10.1016/j.psc.2020.12.005

John Q. Young, MD, MPP, PhD ^a,^⁎ , Eric S. Holmboe, MD ^b, Jason R. Frank, MD, MA(Ed), FRCPC ^c,^d
^a Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and the Zucker Hillside Hospital at Northwell Health, Glen Oaks, NY, USA
^b Accreditation Council for Graduate Medical Education, 401 North Michigan Avenue, Chicago, IL 60611, USA
^c Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, Ontario K15 5NB, Canada
^d Education, Department of Emergency Medicine, University of Ottawa, Ottawa, Ontario, Canada

^∗Corresponding author. Zucker Hillside Hospital, 75-59 263rd Street, Kaufman Building, Glen Oaks, NY 11004,Zucker Hillside Hospital75-59 263rd StreetKaufman BuildingGlen OaksNY11004

Résumé

Medical education programs are failing to meet the health needs of patients and communities. Misalignments exist on multiple levels, including content (what trainees learn), pedagogy (how trainees learn), and culture (why trainees learn). To address these challenges effectively, competency-based assessment (CBA) for psychiatric medical education must simultaneously produce life-long learners who can self-regulate their own growth and trustworthy processes that determine and accelerate readiness for independent practice. The key to effectively doing so is situating assessment within a carefully designed system with several, critical, interacting components: workplace-based assessment, ongoing faculty development, learning analytics, longitudinal coaching, and fit-for-purpose clinical competency committees.

Le texte complet de cet article est disponible en PDF.

Keywords : Competency-based medical education, Competency-based assessment, Workplace-based assessment, Psychiatry, Programmatic assessment, Validity, Medical education, System