BEGIN:VCALENDAR
VERSION:2.0
PRODID:Linklings LLC
BEGIN:VTIMEZONE
TZID:America/Chicago
X-LIC-LOCATION:America/Chicago
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:19700308T020000
RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:19701101T020000
RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTAMP:20240325T185837Z
LOCATION:Salon A-4
DTSTART;TZID=America/Chicago:20240327T083000
DTEND;TZID=America/Chicago:20240327T085200
UID:HFESHCS_2024 International Symposium on Human Factors and Ergonomics i
 n Health Care_sess147_INDLEC157@linklings.com
SUMMARY:Considerations for Behavioral Assessment in the Era of Competency-
 Based Medical Education
DESCRIPTION:Oral Presentations\n\nKimberly N. Williams and Elizabeth H. La
 zzara (Embry-Riddle Aeronautical University) and Neethu Chandran, Mozhdeh 
 Sadighi, Karisa Anand, and Philip Greilich (University of Texas Southweste
 rn Medical Center)\n\nCompetency-based medical education (CBME) has contin
 ued to gain traction in recent years to ensure healthcare professionals en
 ter the workforce equipped with all the skills needed to effectively promo
 te the health and wellbeing of patients. CBME shifts the focus of curricul
 ar progression from time-based methods (e.g., certain number of weeks on c
 linical rotation) to competency-based methods (e.g., learner demonstrates 
 knowledge and skill obtained via behaviors) to ensure learners can effecti
 vely apply the learning objectives relevant at each specific stage of thei
 r study (i.e., achieve program milestones).\n     A plethora of organizati
 ons have generated frameworks to aid healthcare organizations in assessing
  competency achievement of their learners (e.g., Association of American M
 edical Colleges’ Entrustable Professional Activities; Interprofessional Ed
 ucation Collaborative Core Competencies). For example, the AAMC describes 
 a series of thirteen Entrustable Professional Activities (EPAs), which are
  discrete events used to assess learners’ application of core competencies
 . These events represent common practices providers must conduct in the cl
 inical environment and are events learners may be expected to perform duri
 ng their study, such as when they are on clinical rotations (e.g., EPA 8 i
 s to “Give or Receive a Patient Handover to Transition Care Responsibility
 ”). However, clinical environments present challenges for comprehensive an
 d consistent assessment, as well as ethical concerns related to having lea
 rners work with real patients prior to successfully demonstrating competen
 cy. Programmatic events such as Objective Structured Clinical Exams (OSCEs
 ) are often used as forums for organizations to evaluate the achievement o
 f such competencies in a controlled environment. However, these programs h
 ave been criticized as highly resource intensive to implement and assess. 
 They typically require significant personnel, equipment, and financial res
 ources to conduct the event, and they may require additional resources bef
 ore or after the event to ensure assessment methodologies were reliable, v
 alid, and appropriate based on the stage of the learners. \n     The curre
 nt presentation will discuss factors relevant to behavioral assessments wh
 ich can be used to inform resource allocation for competency-based assessm
 ent. Topics discussed will include considerations related to implementatio
 n (e.g., in-person versus virtual), competencies/ behaviors under assessme
 nt (e.g., EPAs; technical versus non-technical skills), selection of obser
 vers/raters (e.g., novice versus expert, relevance of subject matter exper
 tise), observer training methods (e.g., frame-of-reference versus error tr
 aining), context of evaluation (e.g., based on real versus simulated scena
 rios; live or video recorded instances), purpose of evaluation (e.g., form
 ative versus summative; longitudinal assessment versus singular time point
 ), and resource considerations for combinations of these factors.\n\nTrack
 : Simulation and Education\n\nSession Chair: Richard J Simonson (Children'
 s Mercy, University of Missouri)
END:VEVENT
END:VCALENDAR