Mayowski Colleen A, Norman Marie K, Kapoor Wishwa N
Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
J Clin Transl Sci. 2018 Aug;2(4):223-227. doi: 10.1017/cts.2018.321. Epub 2018 Nov 5.
Little has been published about competency-based education in academic medicine, in particular how competencies are or should be assessed. This paper re-examines a competency-based assessment for M.S. students in clinical research, and "assesses the assessment" 4 years into its implementation.
Data were gathered from student surveys and interviews with program advisors, and common themes were identified. We then made refinements to the assessment, and student surveys were administered to evaluate the impact of the changes.
Research results suggested the need to improve communication, time the assessment to align with skills development and opportunities for planning, streamline, and clarify expectations with examples and templates. After implementing these changes, data suggest that student satisfaction has improved without any reduction in academic rigor.
The effective implementation of competency-based training in clinical and translational research requires the development of a scholarly literature on effective methods of assessment. This paper contributes to that nascent body of research.
关于医学学术领域基于能力的教育，尤其是能力如何评估或应如何评估的相关内容鲜有发表。本文重新审视了针对临床研究硕士研究生基于能力的评估，并在其实施四年后“评估该评估”。
从学生调查以及与项目顾问的访谈中收集数据，并确定共同主题。然后我们对评估进行了改进，并进行学生调查以评估这些变化的影响。
研究结果表明需要改进沟通，使评估时间与技能发展以及规划机会相匹配，简化并通过示例和模板明确期望。实施这些变化后，数据表明学生满意度有所提高，同时学术严谨性并未降低。
在临床和转化研究中有效实施基于能力的培训需要开发关于有效评估方法的学术文献。本文为该新兴研究领域做出了贡献。
