Assessment is an essential component of Graduate Medical Education. With the introduction of competency- and outcomes-based education nearly 20 years ago in the US, and the development of outcomes-based Milestones as a framework for assessing resident/fellow performance in the six Core Competency areas, there is a need for ensuring that graduate medical education programs are of high quality and meet the needs of the community.
The 2.5-day course is scheduled at WCM-Q and open for up to 40 participants. Sessions begin on Thursday and continue through Saturday. The target audience is residency and fellowship program directors, associate program directors, and any faculty members with major responsibility for the assessment of residents/fellows.
Identified Practiced Gaps/Educational Needs
International healthcare leaders and medical educators, eager to ensure consistency in the competency of graduating residents and fellows, instituted far-reaching GME reforms founded on competency-based medical education (Arayssi et al. 2018). Competency-based medical education provides an individualized approach to training as it relies on domains of competence as opposed to a fixed training time. With this shift from a time-based to a competency-based medical education, there is a need to provide faculty with the tools to implement such a program. There is a lack of sufficient preparedness by faculty for this program and a need to enhance their understand of assessment in competency-based medical education.
At the end of the activity the participants will be able to:
- Discuss the implications of competency based medical education
- Employ tools for effective assessment and feedback
- Explore key strategies in identifying and remediating a struggling learner
- Apply techniques to improve direct observation
This workshop is intended for physicians only, specially residency and fellowship program directors, associate program directors, and any faculty members with major responsibility for the assessment of residents/fellows.