Ahmed Samar, Shersad Fouzia, Ziganshina Arina, Shadan Mariam, Elmardi Abdelmoneim, El Tayeb Yousif
Faculty of Medicine, Forensic Medicine and Toxicology department, Ain Shams University, Cairo, Cairo Governorate, 11488, Egypt.
Associate Dean Academic Affairs, Dubai Medical College for Girls, Dubai, United Arab Emirates.
MedEdPublish (2016). 2023 Oct 11;13:210. doi: 10.12688/mep.19728.1. eCollection 2023.
Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience. The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.
遵循当前趋势，教育机构常常决定在其评估体系中采用能力框架作为总体架构。尽管对于不同考试如何有助于判定是否达到特定能力存在共识，但数据点的详细映射似乎仍是一个有待探索的具有挑战性的领域。面对引入针对阿联酋医科学生依据EmiratesMEDs能力框架进行成绩评估这一全新任务，迪拜女子医学院（DMCG）试图在考虑文化和性别差异的情况下，将设计理念在评估体系中加以实施。我们认为，那些试图实施情境化能力本位评估的卫生专业人员可以从了解我们的经验中受益。本文提供了一份关于情境化能力评估实施的分步指南，描述了组建团队、与顾问合作及师资发展、评估机构评估能力、利用人力资源和软件进行映射及使映射可操作化的过程。我们还向读者提供了促成因素列表，并介绍了在开发基于能力的评估体系过程中的局限性范围。我们相信，遵循本指南能够使教育工作者在任何情境下，结合当地文化和传统，将基于能力的评估付诸实践。
