Practical Guide to the Assessment of Clinical Competence
- 3rd Edition - November 24, 2023
- Authors: Eric S. Holmboe, Steven James Durning
- Language: English
- Paperback ISBN:9 7 8 - 0 - 4 4 3 - 1 1 2 2 6 - 3
- eBook ISBN:9 7 8 - 0 - 4 4 3 - 1 1 2 2 7 - 0
Offering a multifaceted, practical approach to the complex topic of clinical assessment, Practical Guide to the Assessment of Clinical Competence, 3rd Edition, is designed to h… Read more
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Request a sales quoteOffering a multifaceted, practical approach to the complex topic of clinical assessment, Practical Guide to the Assessment of Clinical Competence, 3rd Edition, is designed to help medical educators employ better assessment methods, tools, and models directly into their training programs. World-renowned editors and expert contributing authors provide hands-on, authoritative guidance on outcomes-based assessment in clinical education, presenting a well-organized, diverse combination of methods you can implement right away. This thoroughly revised edition is a valuable resource for developing, implementing, and sustaining effective systems for assessing clinical competence in medical school, residency, and fellowship programs.
- Helps medical educators and administrators answer complex, ongoing, and critical questions in today’s changing medical education system: Is this undergraduate or postgraduate medical student prepared and able to move to the next level of training? To be a competent and trusted physician?
- Provides practical suggestions and assessment approaches that can be implemented immediately in your training program, tools that can be used to assess and measure clinical performance, overviews of key educational theories, and strengths and weaknesses of every method.
- Covers assessment techniques, frameworks, high-quality assessment of clinical reasoning and procedural competence, psychometrics, and practical approaches to feedback.
- Includes expanded coverage of fast-moving areas where concepts now have solid research and data that support practical ways to connect judgments of ability to outcomes—including work-based assessments, clinical competency committees, milestones and entrustable professional assessments (EPAs), and direct observation.
- Offers examples of assessment instruments along with suggestions on how you can apply these methods and instruments in your own setting, as well as guidelines that apply across the medical education spectrum.
- Includes online access to videos of medical interviewing scenarios and more, downloadable assessment tools, and detailed faculty guidelines.
- An eBook version is included with purchase. The eBook allows you to access all of the text, figures, and references, with the ability to search, make notes and highlights, and have content read aloud.
Medical educators involved in conducting assessments of undergraduate and postgraduate medical students: Faculty, Deans, Administrators, Curriculum Designers, Instructors/Educators, Education Researchers, grad students in basic sci programs leading to medical educator positions (Anatomy Education tracks, etc.)
- Cover image
- Title page
- Copyright
- Preface
- Contributors
- Acknowledgments
- Dedication
- Contents
- Video
- 1 Assessment in the Era of Outcomes-Based Education
- The Rise of Outcomes-Based Medical Education
- Competency-Based Medical Education
- A Brief History of Assessment in Medical Education
- Drivers of Change in Assessment
- Qualitative Assessment and Group Process
- Framework for Assessment
- Criteria for Choosing an Assessment Method
- Elements of Effective Faculty Development
- Emerging Directions in Assessment
- Entrustable Professional Activities
- Combining Competency Milestones and EPAs
- Entrustment Decision-Making as an Assessment Approach
- Conclusion
- Acknowledgments
- References
- 2 Issues of Validity and Reliability for Assessments in Medical Education
- Historical Context
- Kane’s View of Validity
- Consequential Validity and Program Evaluation
- Conclusion
- Annotated Bibliography
- References
- 3 Programmatic Assessment Using Systems Thinking
- Overview of Chapter
- Overview of Programmatic Assessment
- Specific Opportunities to Improve Programmatic Assessment
- Putting It All Together: Implementation Science and Programmatic Assessment
- Conclusion
- Acknowledgments
- References
- 4 Evaluation Frameworks, Assessment Forms, and Rating Scales
- Introduction
- Evaluation Forms and Frameworks
- A Synthetic Model
- Descriptive Terminology for Narratives in Evaluation
- Complementary Frameworks: ACGME General Competencies and RIME
- Frameworks: Concluding Thoughts
- Rating Scales
- Purposes and Advantages of Evaluation Forms
- Narrative-Based Assessment
- Evaluation Sessions
- Psychometric Issues
- Faculty Development and Evaluation Forms
- Conclusions
- Annotated Bibliography
- References
- 5 Direct Observation
- Introduction
- Direct Observation as Workplace-Based Assessment
- Rationale for Direct Observation
- Assessment Tools for Direct Observation
- Issues With Reliability and Validity
- Improving the Quality of Direct Observation Assessments
- Implementing Workplace-Based Assessment
- Key Messages About Faculty Development and Implementation
- Annotated Bibliography
- References
- 6 Standardized Patients
- Introduction
- Strengths of Standardized Patient-Based Assessments
- Challenges of Standardized Patient-Based Assessments
- Planning for Standardized Patient-Based Assessments
- Developing Standardized Patient-Based Assessments
- Scoring and Psychometrics
- New Directions in Standardized Patient Assessments
- Conclusion
- Annotated Bibliography
- References
- 7 Evaluation of Clinical Competence Assessment Clinical Reasoning In Vitro (Nonworkplace Assessment)
- Background
- Definition and a Basic Model for Clinical Reasoning
- Pertinent Theories for Assessment of Clinical Reasoning
- Principles of and Validity in Assessing Clinical Reasoning
- Methods of Assessing Clinical Reasoning in the Classroom
- Interesting Tools for Consideration
- Conclusion
- References
- 8 Assessing Clinical Reasoning in the Workplace
- Introduction
- Background
- A Theoretical Framework
- Expert Assessments
- SNAPPS
- One-Minute Preceptor and Written Notes
- ART and REACT
- Direct Observation
- Chart-Stimulated Recall
- Think Aloud
- Work-Based Related Assessments
- OSCE and High-Fidelity Simulations
- Emerging Strategies in Clinical Reasoning Assessment
- Concept Mapping
- Script Concordance Test
- Self-Regulated Learning
- Neuroanatomical Correlation
- Team-Based Diagnosis
- Audio and Video Review of Diagnostic Reasoning
- Conclusion
- Annotated Bibliography
- References
- 9 Workplace-Based Assessment of Procedural Skills
- Introduction
- Introduction to Assessment Tools for Procedural Skills
- Validity Lies in the Process of Assessment, Not in the Instrument Itself
- Simplifying the Assessment Tools Using Construct-Aligned Scales
- Embedding Entrustment Language Into the Rating Process
- Procedural Competence Is Multidimensional
- Useful Tools for Assessing Procedural Skills
- Practical Issues in the Design and Selection of Assessment Instruments
- Future Trends in Assessment of Procedural Skills
- Embedding Comprehensive Assessment in Training
- Linking Resident Performance to Patient Outcomes
- Overcoming the Burden of Assessment Using Video and Machine Learning
- Conclusion
- Takeaway Messages
- Other Resources
- References
- 10 Evaluating Evidence-Based Practice
- Introduction
- General Issues of Evaluation in Medical Education
- Conclusion
- Acknowledgment
- Annotated Bibliography
- References
- 11 Clinical Performance Measures and Practice Review
- Introduction
- A Systems and Quality Primer
- Clinical Practice Review to Assess Quality and Safety of Care
- Potential Disadvantages of Clinical Practice Reviews
- Assessing Abilities in Quality Improvement and Patient Safety
- Conclusion
- Acknowledgment
- Annotated Bibliography
- References
- 12 Multisource Feedback
- Introduction
- Data and Data Collection
- MSF and Its Role in Learning and Assessment
- Getting Started
- Ensuring That Tools Are Fit for Purpose
- Reviews and Their Overall Findings
- Faculty Development
- Strengths
- Weaknesses and Overcoming Challenges
- Conclusion
- Acknowledgment
- References
- 13 Simulation Overview
- What Are Medical Simulations and Why Use Them?
- Psychometric Properties and Related Considerations
- Strengths and Best Applications
- Weaknesses and Challenges
- Available Technologies
- Practical Suggestions for Use Now and Future Directions
- Conclusion
- Acknowledgment
- Disclosure
- References
- 14 Feedback and Coaching
- Introduction
- Evolution of Feedback and Introduction of Coaching in Medical Education
- Recent Cultural Shifts and Strategies Supporting Innovation in Feedback and Coaching
- Philosophy and Skills of Coaching in Education
- Theoretical Framework Positioning Feedback and Coaching as Central Activities in Clinical Teaching and Learning
- Individual and System Factors Influencing Effective Feedback and Coaching
- Practical Strategies for Engaging in Effective Feedback and Coaching Conversations and for Changing the Feedback Culture
- Practical Exercises
- Conclusion
- Acknowledgments
- Annotated Bibliography
- References
- 15 Portfolios
- Introduction
- Strengths Unique to Portfolios as Assessments
- Use of the Portfolio in Medical Education
- Constructing a Comprehensive Portfolio
- Implementation
- Reliability and Validity in Portfolio Assessment: Challenges and Opportunities
- Conclusion
- Annotated Bibliography
- References
- 16 Group Process in Assessment
- Introduction
- Purpose of Group Decision-Making
- Group Decision-Making in Medical Education
- Key Concepts in Group Decision-Making
- Establishing the Group
- Group Procedures
- Learner Role Related to Group Decision-Making Within a Program of Assessment
- Continuous Improvement in Group Process
- Conclusion
- Annotated Bibliography
- References
- 17 A Programmatic Approach to Identifying and Supporting the Struggling Learner
- Introduction
- Background: Setting the Stage and Definitions
- Barriers to Recognition and Remediation of the Struggling Learner
- Scope of the Problem: Prevalence of Struggling Learners
- Assessment and Remediation of the Struggling Learner
- Legal Principles
- Outside the United States
- Challenges for the Future
- Conclusion
- References
- 18 Program Evaluation
- Introduction
- Evaluation Purposes
- Overview of Evaluation Models
- Program Evaluation Models
- Constructing an Evaluation Program
- Design and Methods
- Reporting and Feedback
- Conclusion
- Annotated Bibliography
- References
- Appendix
- Index
- No. of pages: 464
- Language: English
- Edition: 3
- Published: November 24, 2023
- Imprint: Elsevier
- Paperback ISBN: 9780443112263
- eBook ISBN: 9780443112270
EH
Eric S. Holmboe
As Chief, Research, Milestone Development and Evaluation Officer of the ACGME (Accreditation Council for Graduate Medical Education) and Senior Vice President for Quality Research and Academic Affairs at the American Board of Internal Medicine and American Board of Internal Medicine Foundation, he is on the cutting edge of assessment and evaluation requirements present and future. He is also Professor Adjunct of Medicine at Yale University. Prior to joining the ABIM in 2004, he was the was Associate Program Director, Yale Primary Care Internal Medicine Residency Program, Director of Student Clinical Assessment, Yale School of Medicine, Director of Faculty Development, Department of Medicine, and Assistant Director for the Yale Robert Wood Johnson Clinical Scholars Program. Prior to joining Yale in 2000, he served as division chief of General Internal Medicine at the National Naval Medical Center. His research interests include interventions to improve quality of care and methods in the evaluation of clinical competence. Dr. Holmobe also teaches a 2-3 day course at various hubs around the country which includes a comprehensive syllabus around practical assessment techniques. The first edition of the book was based on this successful intensive faculty development course, which itself was rigorously studied in randomized controlled trials, and now includes a copy of the text as part of the tuition.
Affiliations and expertise
Senior Vice President, Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois; Professor Adjunct, Yale University, New Haven, Connecticut; Adjunct Professor of Medicine, Feinberg School of Medicine, Northwestern University, Chicago, IllinoisSD
Steven James Durning
A Professor of Medicine and Pathology; Director, Graduate Programs in Health Professions Education (HPE); Director, Introduction to Clinical Reasoning Course at the Uniformed Services University of the Health Sciences, and Deputy Editor for Research for Academic Medicine, Dr. Durning is devoted to improving medical and health professions education and is considered a global leader in clinical reasoning. He is a prolific researcher and writer and is currently working on another book with Elsevier (recently Transmitted to Production) on how to carry out survey-based research in clinical education.
Affiliations and expertise
Professor of Medicine and Pathology, Uniformed Services University of the Heatlh Sciences, Bethesda, MD