Innovations in health care education require the simultaneous development of creative new approaches to student assessment. This IAMSE webcast seminar series will explore these issues and provide several examples of how schools are evolving with assessment approaches. Many, if not most, contemporary health science curricula are exploring the integrated learning of multiple basic science disciplines in the clinical and social contexts of patient care. These teaching and learning approaches require new and creative assessment tools to monitor student progress. Faculty training to develop and implement these changes is also critical since constructing high quality, reliable assessment tools is a learned skill. Assessment includes formative feedback to students as an effective learning activity, and this is increasingly incorporated into modern curricula. Students are also being taught life-long learning skills and are expected to be independent learners. Yet how can faculty or accreditation agencies be assured of progress towards continued professional growth and competency? As post-curricular, graduate medical educational programs change to more benchmark approaches to measure competency, how will this impact the approaches to learning and assessment in medical and other health science curricula?
Competency-based medical education (CBME) has been defined as is an outcomes-based approach to the design, implementation, assessment and evaluation of a medical education program using an organizing framework of competencies. One competency framework frequently utilized for this purpose is the ACGME Six General Competencies. The outcome has evolved to include meeting the needs of our highly complex and evolving health care system. One example of this outcome would be to prepare students to meet the goals of the Institute of Medicine’s Triple Aim. To ensure that students are progressing towards appropriate levels of competence, the graduate medical education community has created sets of developmental milestones that define the knowledge, skill and attitudes that define the six general competencies. This community has also embraced the concept of entrustment (Entrustable Professional Activities) as a strategy to inform the work-based assessment of trainees.
This presentation will review basic definitions of CBME, will discuss how milestones and entrustment are being used in graduate medical education and will introduce how these strategies might apply to undergraduate medical education.
William F. Iobst, MD, a board certified rheumatologist, is currently the Vice President for Academic and Clinical Affairs and Vice Dean at the Commonwealth Medical College. Prior to this position, he served as Vice President of Academic Affairs for the American Board of Internal Medicine. In that capacity, Dr. Iobst developed outreach activities with residency and fellowship training programs to enhance the standard of assessment of competence. He also oversaw the credentialing of ABIM diplomates. In addition to serving as the ABIM ex-officio representative to the ACGME IM RRC, he worked closely with the internal medicine education community to develop competency-based milestones and frameworks for evaluating competency having chaired the ABIM/ACGME Internal Medicine Milestones Writing Group. He also oversaw the development of the Internal Medicine Subspecialty Milestones.
Previously, Dr. Iobst served as Designated Institutional Official and Medical Director of Graduate Medical Education at Lehigh Valley Hospital Network in Allentown, PA. He was also the Vice Chairman of Education for the Department of Medicine, and served as the Medical Director for Network Faculty Development and as an Associate Program Director for the Internal Medicine Residency. Prior to assuming these responsibilities, he served Lehigh Valley Hospital as the Program Director for the Internal Medicine and Transitional Residency Programs and as an Associate Professor of Clinical Medicine at The Pennsylvania State University College of Medicine in Hershey, PA.
Dr. Iobst is a graduate of Bucknell University and Jefferson Medical College of Thomas Jefferson University. He completed his residency at Robert Packer Hospital, and his rheumatology fellowship at Dartmouth-Hitchcock Medical Center.