Facilitated discussion: Tracking Progression to Competence

May 19, 3:15 - 4:05 PM

Eric Holmboe1 and Tim Willett2
1Accreditation Council for Graduate Medical Education
2SIM-one

While the use of competency frameworks in the health professions education is high, educators are wrestling with how to assess competencies the progressive development of trainees.  Two more recent and related tools have emerged to assist: milestones, competency-based developmental outcomes that can be demonstrated progressively1 , and Entrustable Professional Activities (EPAs), a critical part of professional work that can be identified as a unit to be entrusted to a trainee once sufficient competence has been reached2. Even those that do have an approach to assessment have difficulty tracking the data and compiling it for review and decisions about learner progression. The standards that MedBiquitous has developed could be of help in systems that facilitate this tracking, but those systems need to enable robust assessment models that are still emerging. How might technologies support tracking progression to competence, and what might robust assessment models look like?

1 As defined by the Accreditation Council for Graduate Medical Education 
2 Ten Cate O. 2005. Entrustability of professional activities and competency- based training. Med Educ 39:1176–1177.