Assessing Competency in Practice-Based Learning In Learning Portfolio Entries

TL;DRAbstract

Background: Graduate medical education is undergoing a dramatic shift toward competency-based assessment of learners. Competency assessment requires clear definitions of competency in any given area. In GME, competencies such as practice-based learning and improvement (PBL&I) are particularly difficult to assess due to the lack of validated methods of assessment. Learning portfolios, advocated and used as means for demonstrating PBL&I, may provide methods of assessing competency in PBL&I, based on portfolio entries. The purpose of this study is to identify the criteria used by expert senior surgical educators when judging competence in PBL&I.\nMethods: We performed a qualitative study of faculty assessments of written learning portfolio entries. Six Surgical Learning and Instructional Portfolio (SLIP) entries written by general surgery residents at the Medical College of Wisconsin during the 2009 academic year served as the documents to be assessed by three expert senio

Chat with Paper

AI Agents for this Paper