Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation
IntroductionLittle has been published about competency-based education in academic medicine, in particular how competencies are or should be assessed. This paper re-examines a competency-based assessment for M.S. students in clinical research, and “assesses the assessment” 4 years into its implement...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2018-08-01
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| Series: | Journal of Clinical and Translational Science |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866118003217/type/journal_article |
| _version_ | 1827995572103020544 |
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| author | Colleen A. Mayowski Marie K. Norman Wishwa N. Kapoor |
| author_facet | Colleen A. Mayowski Marie K. Norman Wishwa N. Kapoor |
| author_sort | Colleen A. Mayowski |
| collection | DOAJ |
| description | IntroductionLittle has been published about competency-based education in academic medicine, in particular how competencies are or should be assessed. This paper re-examines a competency-based assessment for M.S. students in clinical research, and “assesses the assessment” 4 years into its implementation.MethodsData were gathered from student surveys and interviews with program advisors, and common themes were identified. We then made refinements to the assessment, and student surveys were administered to evaluate the impact of the changes.ResultsResearch results suggested the need to improve communication, time the assessment to align with skills development and opportunities for planning, streamline, and clarify expectations with examples and templates. After implementing these changes, data suggest that student satisfaction has improved without any reduction in academic rigor.ConclusionThe effective implementation of competency-based training in clinical and translational research requires the development of a scholarly literature on effective methods of assessment. This paper contributes to that nascent body of research. |
| first_indexed | 2024-04-10T04:57:25Z |
| format | Article |
| id | doaj.art-d3fdb3a20791429e92ed53b718315603 |
| institution | Directory Open Access Journal |
| issn | 2059-8661 |
| language | English |
| last_indexed | 2024-04-10T04:57:25Z |
| publishDate | 2018-08-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj.art-d3fdb3a20791429e92ed53b7183156032023-03-09T12:29:41ZengCambridge University PressJournal of Clinical and Translational Science2059-86612018-08-01222322710.1017/cts.2018.321Assessing an assessment: The review and redesign of a competency-based mid-degree evaluationColleen A. Mayowski0https://orcid.org/0000-0003-3752-6455Marie K. Norman1Wishwa N. Kapoor2Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USAInstitute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USAInstitute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USAIntroductionLittle has been published about competency-based education in academic medicine, in particular how competencies are or should be assessed. This paper re-examines a competency-based assessment for M.S. students in clinical research, and “assesses the assessment” 4 years into its implementation.MethodsData were gathered from student surveys and interviews with program advisors, and common themes were identified. We then made refinements to the assessment, and student surveys were administered to evaluate the impact of the changes.ResultsResearch results suggested the need to improve communication, time the assessment to align with skills development and opportunities for planning, streamline, and clarify expectations with examples and templates. After implementing these changes, data suggest that student satisfaction has improved without any reduction in academic rigor.ConclusionThe effective implementation of competency-based training in clinical and translational research requires the development of a scholarly literature on effective methods of assessment. This paper contributes to that nascent body of research.https://www.cambridge.org/core/product/identifier/S2059866118003217/type/journal_articleCompetency basedportfolioassessmentformative assessmentreflection |
| spellingShingle | Colleen A. Mayowski Marie K. Norman Wishwa N. Kapoor Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation Journal of Clinical and Translational Science Competency based portfolio assessment formative assessment reflection |
| title | Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation |
| title_full | Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation |
| title_fullStr | Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation |
| title_full_unstemmed | Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation |
| title_short | Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation |
| title_sort | assessing an assessment the review and redesign of a competency based mid degree evaluation |
| topic | Competency based portfolio assessment formative assessment reflection |
| url | https://www.cambridge.org/core/product/identifier/S2059866118003217/type/journal_article |
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