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Assessing competence in emergency medicine trainees: an overview of effective methodologies

Published online by Cambridge University Press:  21 May 2015

Jonathan Sherbino ,
Glen Bandiera  and
Jason R. Frank
Jonathan Sherbino*
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, Ont.
Glen Bandiera
Affiliation:
Division of Emergency Medicine, University of Toronto, Toronto, Ont.
Jason R. Frank
Affiliation:
Department of Emergency Medicine, University of Ottawa, Ottawa, Ont. and The Royal College of Physicians and Surgeons of Canada, Ottawa, Ont.
*
Department of Emergency Medicine, Hamilton Health Sciences 237 Barton St. E., Hamilton ON L8L 2X2; sherbino@mcmaster.ca

Abstract

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How do we define competence in emergency medicine (EM), and how do we know when a resident has achieved it? In recent years, the idea of physician competence has become widely recognized as being multidimensional. This has resulted in an emphasis on competency-based education and assessment. We describe an up-to-date model to assess competence in EM. An overview of appropriate EM assessment tools is provided, along with their significant strengths and limitations. Sample behaviours representative of core competencies commonly assessed in EM training are matched to appropriate assessment tools. This review may serve as an introductory resource for EM clinicians, teachers and educators involved in EM trainee assessment.

Keywords

medical educationemergency medicinecompetencyassessmentevaluation — abstract
Type
Education • Enseignement
Information
Canadian Journal of Emergency Medicine , Volume 10 , Issue 4 , July 2008 , pp. 365 - 371
Copyright
Copyright © Canadian Association of Emergency Physicians 2008

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