Assessing patient care: Summary of the breakout group on assessment of observable learner performance

James Kimo Takayesu, Christine Kulstad, Joshua Wallenstein, Fiona Gallahue, David Gordon, Katrina Leone, Chad Kessler

Research output: Contribution to journalReview article

11 Scopus citations

Abstract

There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.

Original languageEnglish (US)
Pages (from-to)1379-1389
Number of pages11
JournalAcademic Emergency Medicine
Volume19
Issue number12
DOIs
StatePublished - Dec 1 2012

ASJC Scopus subject areas

  • Emergency Medicine

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