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Innovative Assessment of Trainee Competencies: Looking Forward. Catherine L Grus, PhD Deputy Executive Director APA Education Directorate. A Shift in Education and Training.

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Innovative assessment of trainee competencies looking forward

Innovative Assessment of Trainee Competencies: Looking Forward

Catherine L Grus, PhD

Deputy Executive Director

APA Education Directorate


A shift in education and training
A Shift in Education and Training Forward

  • Interest in a competency-based approach to education and training at a national level and across the health professions has flourished

  • Health service psychology has embraced this shift toward an emphasis on the acquisition and maintenance of competence

    • Criterion-based conceptualization and assessment of learning

      outcomes


Stakeholders fostering the shift
Stakeholders Fostering the Shift Forward

  • Educational programs are expected to produce competence

  • Programs are accredited based in part on program outcomes and training in key competency domains

  • Professional credentialing bodies are expected to certify individuals as competent

  • Consumers demand it

  • Public accountability is a fundamental value of a profession


Shifts in assessment
Shifts in Assessment Forward

Past

Less fidelity(degree to which assessment represents actual performance)

Less patient input

Summative assessments more common

Focus on trainee performance

CE = competence

Future

Authentic assessments

Patient involvement

Systematic use of formative assessment

Use of assessment data for quality improvement

Maintenance of competence


Six promising practices in the assessment of competence
Six Promising ForwardPractices in the Assessment of Competence


Promising practices in the assessment of competence
Promising Practices in the ForwardAssessment of Competence

  • 1. Routine use of formative assessments

    • Fosters learning

    • Infuse into the education and training experience

    • Offer clear and behaviorally based feedback

    • Be timely

    • Provide on an ongoing basis


Promising practices in the assessment of competence1
Promising Practices in the Assessment of Competence Forward

2. Expand the types of methods used:

competence evaluation rating form or …..


Promising practices in the assessment of competence2
Promising Practices in the Assessment of Competence Forward

3. Use of performance-based methods

  • Authentic evaluations: real world tasks, [high] fidelity

  • Standardized patients, Objective Structured Clinical Examination [OSCE], Simulations, Vignettes

  • Feasibility?


Promising practices in the assessment of competence3
Promising Practices in the Assessment of Competence Forward

4. Employ a range of perspectives:

(multi-informant) “360”

  • Peer assessment

  • Self-assessment

  • Supervisor assessment

  • Patient/client


Promising Practices in the Forward

Assessment of Competence

5. Employ a range of methods

  • Direct observation

  • Portfolio of clinical and\or research work

  • Simulations

  • Competency Evaluation Rating Form


Promising practices in the assessment of competence4
Promising Practices in the Assessment of Competence Forward

6. Develop life long self-assessment skills

  • To guide goals for learning and development of action steps

  • Training is necessary as the least accurate self-assessments are those of professionals who are least skilled and/or most confident (Davis et al., 2006)


Is the shift here to stay
Is the Shift Here to Stay? Forward

  • Focus on accountability in the U.S.

  • Recommendations from the ASPPB Competency Assessment Task Force

  • Proposed CoA Standards for Accreditation

  • Resource: Kaslow, N.J., Grus, C.L., Campbell, L.F., Fouad, N.A., Hatcher, R.L., Rodolfa, E.R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology. Vol 3(4, Suppl), Nov 2009, S27-S45. doi: 10.1037/a0015833



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