Assessment and feedback methods in competency-based medical education

• Published in: Annals of allergy, asthma, & immunology Vol. 128; no. 3; pp. 256 - 262
• Main Authors: Lee, Gerald B., Chiu, Asriani M.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-03-2022
• Subjects: Clinical Competence; Competency-Based Education; Education, Medical; Education, Medical, Graduate; Feedback; Humans; Learning
• ISSN: 1081-1206; 1534-4436
• DOI: 10.1016/j.anai.2021.12.010

Graduate and continuing medical education programs have transitioned to a competency-based medical education model, in which abilities necessary for the practice of medicine, called competencies, are defined as learning outcomes. Each competency contains milestones that describe stages of development from novice to master and provide criteria for assessing learners along this continuum. Assessments in competency-based medical education are formative and are intended to assist learners in achieving the next stage in mastery rather than render a final evaluation. Although written examinations are typically used to evaluate learners, assessments measuring the performance of skills, such as direct observation or patient registries, provide stronger evidence of achievement of learning outcomes. Once assessments identify strengths and areas of improvement in a learner, effective feedback is critical in assisting their professional development. Feedback should be routine, timely, nonthreatening, specific, and encourage self-assessment. The “ask-tell-ask” feedback method follows this framework by asking for the learner's self-assessment first, telling the observer's own assessment next, and then finally asking for the learner's questions and action plan to address the issues raised. Effective assessment and feedback in competency-based medical education assists learners in their continued professional development and aims to provide evidence of their impact on the health status of patients and communities.