Journal ArticleDOI
The relationship between competence and performance: implications for assessing practice performance.
Jan-Joost Rethans,John J. Norcini,Barón-Maldonado M,David Blackmore,Brian Jolly,Tony LaDuca,S R Lew,Gayle G. Page,Southgate Lh +8 more
TLDR
Current views of the relationship between competence and performance are described and some of the implications of the distinctions between the two areas are delineated for the purpose of assessing doctors in practice.Abstract:
Objective This paper aims to describe current views of the relationship between competence and performance and to delineate some of the implications of the distinctions between the two areas for the purpose of assessing doctors in practice.
Methods During a 2-day closed session, the authors, using their wide experiences in this domain, defined the problem and the context, discussed the content and set up a new model. This was developed further by e-mail correspondence over a 6-month period.
Results Competency-based assessments were defined as measures of what doctors do in testing situations, while performance-based assessments were defined as measures of what doctors do in practice. The distinction between competency-based and performance-based methods leads to a three-stage model for assessing doctors in practice. The first component of the model proposed is a screening test that would identify doctors at risk. Practitioners who ‘pass’ the screen would move on to a continuous quality improvement process aimed at raising the general level of performance. Practitioners deemed to be at risk would undergo a more detailed assessment process focused on rigorous testing, with poor performers targeted for remediation or removal from practice.
Conclusion We propose a new model, designated the Cambridge Model, which extends and refines Miller's pyramid. It inverts his pyramid, focuses exclusively on the top two tiers, and identifies performance as a product of competence, the influences of the individual (e.g. health, relationships), and the influences of the system (e.g. facilities, practice time). The model provides a basis for understanding and designing assessments of practice performance.read more
Citations
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Journal ArticleDOI
Assessing professional competence: from methods to programmes
TL;DR: In this paper, the authors use a utility model to illustrate that selecting an assessment method involves context-dependent compromises, and that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects.
Journal ArticleDOI
Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice
Horst Christian Vollmar,Horst Christian Vollmar,Herbert Mayer,Thomas Ostermann,Martin Butzlaff,John Sandars,Stefan Wilm,Monika A. Rieger +7 more
TL;DR: A blended learning approach was not superior to a QCs approach for improving knowledge about dementia management, however, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge.
Journal ArticleDOI
The role of assessment in competency-based medical education
TL;DR: Given the importance of assessment and evaluation for CBME, the medical education community will need more collaborative research to address several major challenges in assessment, including “best practices” in the context of systems and institutional culture and how to best to train faculty to be better evaluators.
Journal ArticleDOI
Achieving Desired Results and Improved Outcomes: Integrating Planning and Assessment Throughout Learning Activities
TL;DR: A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status.
Journal ArticleDOI
Impact of workplace based assessment on doctors’ education and performance: a systematic review
Alice Miller,Julian Archer +1 more
TL;DR: This review shows that multisource feedback can lead to performance improvement, although individual factors, the context of the feedback, and the presence of facilitation have a profound effect on the response.
References
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Journal ArticleDOI
The Assessment of Clinical skills/competence/performance
TL;DR: In this article, the authors propose a method to solve the problem of homonymity of homophily in the context of homomorphic data, and no abstracts are available.
Journal ArticleDOI
Changing Physician Performance: A Systematic Review of the Effect of Continuing Medical Education Strategies
TL;DR: Widely used CME delivery methods such as conferences have little direct impact on improving professional practice, and more effective methodssuch as systematic practice-based interventions and outreach visits are seldom used by CME providers.
Journal ArticleDOI
Use of Peer Ratings to Evaluate Physician Performance
Paul G. Ramsey,Marjorie D. Wenrich,Jan D. Carline,Thomas S. Inui,Eric B. Larson,James P. LoGerfo +5 more
TL;DR: Using a shorter version of the questionnaire used in this study, peer ratings provide a practical method to assess clinical performance in areas such as humanistic qualities and communication skills that are difficult to assess with other measures.
Journal ArticleDOI
Does competence of general practitioners predict their performance? Comparison between examination setting and actual practice.
TL;DR: Assessment of competence under examination circumstances can have predictive value for performance in actual practice only when factors such as efficiency and consultation time are taken into account.
Journal ArticleDOI
Use of Peer Ratings to Evaluate Physician Performance
Paul G. Ramsey,Marjorie D. Weinrich,Jan D. Carline,Thomas N. Inul,Eric B. Larson,James P. LoGerfo +5 more
TL;DR: Using a shorter version of the questionnaire used in this study, peer ratings provide a practical method to assess clinical performance in areas such as humanistic qualities and communication skills that are difficult to assess with other measures.