Tags

Type your tag names separated by a space and hit enter

The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.
Acad Med. 2007 May; 82(5):493-502.AM

Abstract

Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies.

Authors+Show Affiliations

Dannefer EF
Medical Education Research and Assessment, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio 44195, USA. dannefe@ccf.org
Henson LC
No affiliation info available

MeSH

Clinical CompetenceCompetency-Based EducationCurriculumEducation, Medical, UndergraduateEducational MeasurementHumansModels, EducationalOhioProgram DevelopmentProgram EvaluationSchools, MedicalStudents, Medical

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

17457074

Citation

Dannefer, Elaine F., and Lindsey C. Henson. "The Portfolio Approach to Competency-based Assessment at the Cleveland Clinic Lerner College of Medicine." Academic Medicine : Journal of the Association of American Medical Colleges, vol. 82, no. 5, 2007, pp. 493-502.
Dannefer EF, Henson LC. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med. 2007;82(5):493-502.
Dannefer, E. F., & Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Academic Medicine : Journal of the Association of American Medical Colleges, 82(5), 493-502.
Dannefer EF, Henson LC. The Portfolio Approach to Competency-based Assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med. 2007;82(5):493-502. PubMed PMID: 17457074.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. AU - Dannefer,Elaine F, AU - Henson,Lindsey C, PY - 2007/4/26/pubmed PY - 2007/6/7/medline PY - 2007/4/26/entrez SP - 493 EP - 502 JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med VL - 82 IS - 5 N2 - Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies. SN - 1040-2446 UR - https://www.unboundmedicine.com/medline/citation/17457074/The_portfolio_approach_to_competency_based_assessment_at_the_Cleveland_Clinic_Lerner_College_of_Medicine_ DB - PRIME DP - Unbound Medicine ER -