Competency-based education (CBE) is currently widespread in health profession education (HPE). CBE is based upon the proposition that an individual learner can follow their own unique learning trajectory. It aims to facilitate context-dependent performance development from novice to competent based on the learner's needs, unique talents, and ambitions.
Assessment of clinical competence is a key issue in CBE. CBE in the health profession moves beyond the knowledge domain and typically involves multiple cognitive, psychomotor, and attitudinal/relational skills, and attributes. This requires a systematic approach to assessment as single-assessment methods cannot capture all these dimensions. Programmatic assessment (PA) was recently described as one of five core components for evaluating the implementation of competency-based programs and is increasingly implemented worldwide.
This Research Topic aims to raise attention, advance our understanding, and share insights, experiences, and best practices about future-fit assessment strategies within the context of competency-based education in the health professions education.
Therefore, we welcome papers addressing challenges and best practices that potentially provide answers to currently important issues that require attention and further research within this field. For example, how can effective assessment strategies be operationalized in CBE, what are effectives strategies for recurring assessment to monitor students' performance, how can a culture of co-creation and improvement be created, what quality measures need to be incorporated to assure all learners have met the program outcomes at the end of their training, how to limit the tensions that occur while combining the decision making and learning function of assessment, and what are characteristics of effective high-stakes decision procedures within CBE? But also, how have assessment strategies in health professions programs been re-conceptualized during the Covid-19 pandemic?
This Research Topic welcomes, but is not limited to, papers addressing the following themes:
- Programmatic assessment and/or systems of assessment
- Longitudinal assessment
- Entrustment decisions and/or EPA’s
- Assessment-for-learning, formative assessment, low-stakes assessment and/or feedback
- High-stakes assessment and/or summative assessment
- Digital assessment and remote assessment
- Competence committees
- Quality assurance of assessment
Competency-based education (CBE) is currently widespread in health profession education (HPE). CBE is based upon the proposition that an individual learner can follow their own unique learning trajectory. It aims to facilitate context-dependent performance development from novice to competent based on the learner's needs, unique talents, and ambitions.
Assessment of clinical competence is a key issue in CBE. CBE in the health profession moves beyond the knowledge domain and typically involves multiple cognitive, psychomotor, and attitudinal/relational skills, and attributes. This requires a systematic approach to assessment as single-assessment methods cannot capture all these dimensions. Programmatic assessment (PA) was recently described as one of five core components for evaluating the implementation of competency-based programs and is increasingly implemented worldwide.
This Research Topic aims to raise attention, advance our understanding, and share insights, experiences, and best practices about future-fit assessment strategies within the context of competency-based education in the health professions education.
Therefore, we welcome papers addressing challenges and best practices that potentially provide answers to currently important issues that require attention and further research within this field. For example, how can effective assessment strategies be operationalized in CBE, what are effectives strategies for recurring assessment to monitor students' performance, how can a culture of co-creation and improvement be created, what quality measures need to be incorporated to assure all learners have met the program outcomes at the end of their training, how to limit the tensions that occur while combining the decision making and learning function of assessment, and what are characteristics of effective high-stakes decision procedures within CBE? But also, how have assessment strategies in health professions programs been re-conceptualized during the Covid-19 pandemic?
This Research Topic welcomes, but is not limited to, papers addressing the following themes:
- Programmatic assessment and/or systems of assessment
- Longitudinal assessment
- Entrustment decisions and/or EPA’s
- Assessment-for-learning, formative assessment, low-stakes assessment and/or feedback
- High-stakes assessment and/or summative assessment
- Digital assessment and remote assessment
- Competence committees
- Quality assurance of assessment
