“PLEASE Complete Your Evaluations!” Strategies to Engage Faculty in Competency-Based Assessments

Lauren M. Hess, Dana M. Foradori, Geeta Singhal, Patricia J. Hicks, Teri L. Turner

Research output: Contribution to journalComment/debate


Competency-based assessments (CBAs) have gained traction in graduate medical education and inform important learner outcomes through the continuum of medical training. Active participation in new CBAs presents challenges to faculty working in a busy clinical environment. As such, the implementation of new CBAs can be approached with intention to foster acceptance and engagement with new evaluations. This paper describes strategies utilized to implement CBAs among clinician educators during a national assessment pilot. Our methods are grounded in educational, psychological, business, ecological, communication, and information technology theory. Our primary interventions included creating a multilevel vision, engaging a dedicated work group, incorporating quality improvement methodology, and integrating technology to successfully implement the assessments. These practical and effective interventions may also be applied to the implementation of other educational innovations.

Original languageEnglish (US)
JournalAcademic Pediatrics
StateAccepted/In press - 2020


  • competency-based assessment
  • evaluations
  • implementation
  • medical education
  • workplace-based assessment

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

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