A.B. Nevins is clinical associate professor, Department of Internal Medicine, Division of Infectious Diseases, Stanford University School of Medicine, Stanford, California.
C.K. Boscardin is professor, Department of Medicine and Department of Anesthesia and Perioperative Care, University of California San Francisco School of Medicine, San Francisco, California.
Acad Med. 2022 Sep 1;97(9):1289-1294. doi: 10.1097/ACM.0000000000004663. Epub 2022 Mar 8.
The discontinuation of the United States Medical Licensing Examination Step 2 Clinical Skills Examination emphasizes the need for other reliable standardized assessments of medical student clinical skills. For 30 years, the California Consortium for the Assessment of Clinical Competence (CCACC) has collaborated in the development of clinical skills assessments and has become a valuable resource for clinicians, standardized patient educators, psychometricians, and medical educators. There are many merits to strong multi-institutional partnerships, including the integration of data across multiple schools to provide feedback to both students and curricula, pooled test performance statistics for analysis and quality assurance, shared best practices and resources, individual professional development, and opportunities for research and scholarship. The infrastructure of the CCACC allows member schools to adapt to a changing medical landscape, from emerging trends in clinical medicine to the limitations imposed by a global pandemic. In the absence of a national examination, there is now a greater need for all medical schools to develop a comprehensive, dynamic, and psychometrically sound assessment that accurately evaluates clinical skills. Medical schools working together in regional consortia have the opportunity to create and implement innovative and robust assessments that evaluate a wide range of clinical skills, ensure that medical students have met an expected level of clinical competency before graduation, and provide a framework that contributes to ongoing efforts for the development of new national clinical skills standards.
美国医师执照考试第 2 阶段临床技能考试的停考强调了需要其他可靠的医学生临床技能标准化评估方法。30 年来，加利福尼亚临床能力评估联合会（CCACC）一直致力于临床技能评估的开发，并且已经成为临床医生、标准化病人教育者、心理测量学家和医学教育者的宝贵资源。强大的多机构合作有许多优点，包括整合多个学校的数据，为学生和课程提供反馈，汇总测试表现统计数据进行分析和质量保证，共享最佳实践和资源，个人专业发展，以及研究和学术机会。CCACC 的基础设施允许成员学校适应不断变化的医学环境，包括临床医学的新兴趋势和全球大流行带来的限制。在没有国家考试的情况下，现在所有医学院都需要开发一种全面、动态和具有心理测量学意义的评估方法，以准确评估临床技能。在区域联合会中合作的医学院校有机会创建和实施创新且强大的评估方法，评估广泛的临床技能，确保医学生在毕业前达到预期的临床能力水平，并为制定新的国家临床技能标准的持续努力提供框架。
