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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
Assessment overview |
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| Introduction |
Good assessment procedures help training programs in a variety of ways. At a minimum, they will allow programs to document that they are evaluating learners on components of the competencies mandated by the ACGME. Optimally, good assessment procedures will provide learners, whether fellows or faculty, with effective evaluative feedback. “In the past, the idea of evaluative feedback has often been misunderstood both by participants and by institutions. Institutions have often been resistant to the idea of feedback because they have perceived it to be risky and negative in style. Effective evaluative feedback, however, is focused on positive change and increases the likelihood of obtaining desired goals and outcomes. Well done, such feedback is a satisfying and invigorating experience. Effective evaluative feedback is a critical and positive component of both personal and program development and is oriented towards future growth. We believe that effective evaluative feedback tells you what you do well, what you could work on to do even better, and whether there is anything you are doing that you may not need to do to produce the outcomes you wish to achieve. We know that negative information is much less useful than information that points to positive directions for growth and development, even for aspects of a program that require significant change.” (Center for Educational Outcomes at Dartmouth, 1999) Assessment materials included in the modules were carefully chosen to meet the needs of A/I training programs. Those included are the products of reputable institutions, organizations, or individuals. They were selected with consideration given to ease of use and to budget constraints, and have been reviewed by the Center for Educational Outcomes for applicability to A/I needs. To decrease the burden, whenever possible, assessment measures included are ones that may be used to evaluate multiple competencies or components of competencies. In some cases, the types of measures suggested are new to graduate medical education and good models may not yet have been widely developed or tested. In these instances, the goal of identifying specific useful assessment measures must be viewed as long-term. The assessment measures included in these modules represent different types of measures designed to evaluate different aspects or components of the competencies. Different programs will make different decisions about which aspects of the competencies to assess. |
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| Documentation | ||
| Learning plans & portfolios | Portfolios are collections of materials prepared by the learner that show evidence of learning or achievement relative to a plan. As such, one use for these collections is to compile evaluative information about aspects of a competency. Another use, however, is simply to document the creation and use of a learning plan. Such a plan, with specific goals and objectives, collection of materials showing evidence of achievement, and reflection by the learner, demonstrates explicit awareness of the competency and attention to it. |
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| Return to Table of Contents | ||
| Move forward to Interpersonal & communication skills Assessments | ||
| Move forward to Practice-based learning & improvement Assessments | ||
| Move forward to Systems-based practice Assessments | ||
| Move forward to Professionalism Assessments | ||
| Move forward to Patient care Assessments | ||
| Move forward to Medical knowledge Assessments | ||
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©Copyright 2002 American Academy of Allergy, Asthma,& Immunology All Rights Reserved
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